earticle

영어

This thesis applies the student-centered project-based learning (PBL) class method to the Chinese major class, ‘Reading Chinese Contemporary Novels’, to set up a task for students themselves, It is a case study in class with the learning goal of improving ability. Through this, students can arouse interest in Contemporary Chinese Novel, at the same time, analyze the characters in the work and understand the modern history of China that is the background of the work. In addition, creative thinking was developed while exploring problems through task selection and the process of solving the task, cultivating a spirit of cooperation with members and encouraging learners to actively participate in class. In the first semester of 2022, I applied the PBL method to the class for the ‘Reading Chinese Contemporary novels’, which was opened as a 3rd and 4th year Chinese major course in the first semester of 2022. In this class, the class was divided into pre-class, class, and post-class stages, giving students an opportunity to engage in various class-related activities at each stage. The instructor created various communication channels from time to time to collect the opinions of students and to reflect them directly in the class. In particular, by reading a literary work called ‘Chinese Contemporary Novels’ and presenting the results produced through the process of solving the tasks set by the students themselves, the students were able to freely exchange opinions using humanistic thinking that deviated from the existing framework of thinking. Through this, students were able to recognize themselves as the main subjects of this class, and in the class, they were able to increase their satisfaction with the class through self-directed acquisition of broad major knowledge and improvement of communication skills. In addition, it has been very helpful in nurturing creative thinking skills such as providing opportunities to demonstrate individual abilities through individual schoolchildren as well as pair and team activities, and fostering a sense of cooperation among others, such as looking at the student’s own independent work. As a result, it was possible to observe that the students faithfully fulfill their roles by connecting the tasks set by the students themselves to excellent tasks through active class participation and proactive learning activities. In addition, it was confirmed that positive effects such as improvement of communication ability, acquisition of broad major knowledge, and creative thinking were obtained through the questionnaire survey. Overall, it was found that the students were satisfied with the major classes using PBL.

한국어

본 연구는 2022학년도 1학기에 3 · 4학년 중국어 전공과목으로 개설된 ‘중국현대소 설선독’ 교과목을 대상으로 학생 중심 프로젝트 기반학습(PBL) 방식을 수업에 적용하 여 기존의 교수자 중심 강의에서 학생 중심의 강의로 전환하고자 하였다. 이를 통해 학 생들의 중국현대소설에 대한 흥미를 유발하고 동시에 작품 속의 인물 분석과 작품 배 경이 되는 중국 현대사를 이해할 수 있었다. 또한 과제 선정과 그 과제의 해결 과정을 통해 문제를 탐구하면서 창의적 사고가 개발되고, 구성원들과의 협동심 배양과 학습자 의 적극적 수업 참여를 유도할 수 있었다. 본 수업에서는 수업 전-수업-수업 후 단계로 나누어 수업을 진행하면서 학생들에게 도 단계별 다양한 수업 관련 활동을 할 수 있도록 기회를 주고자 하였으며, 교수자는 수 시로 다양한 소통 경로를 만들어 학생들의 의견을 수렴하고 곧바로 수업에 반영하고자 하였다. 특히 ‘중국현대소설’이라는 문학작품을 읽고 학생들이 스스로 설정한 과제를 해결해가는 과정을 통해 산출한 결과물을 발표하면서 학생들이 기존 생각의 틀에서 벗 어나는 인문학적 사고를 활용한 자유로운 의견 교환을 할 수 있었다. 동시에 학생 개인적 활동은 물론 짝 활동, 팀별 활동을 통해 개인적 능력 발휘 기회 부여와 타인 간의 협 동심을 키우면서 창의적 사고 능력을 키우는 데에 많은 도움을 주려고 했다. 그 결과 학생들의 적극적인 수업 참여와 주도적인 학습 활동을 통해 학생 본인이 설정한 과제 를 우수한 과제물로 연결시켜 각자의 역할을 충실히 해내는 것을 관찰할 수 있었다.