중국어책 만들기 프로젝트 수업 사례 연구 학습자들의 중국어 쓰기에 대한 인식과 쓰기 능력 변화를 중심으로 = A Case Study of a Chinese Book-Making Project Class: Focusing on Learners’ Perceptions of Chinese Writing and Their Writing Skill Development

다국어 초록 (Multilingual Abstract)

This study explored the implementation of a Chinese book-making project course in a university flexible semester program, focusing on changes in learners’ perceptions and writing abilities. The course was structured into four stages: ‘Planning and Preparation,’ ‘Project Design,’ ‘Creation of the Output,’ and ‘Presentation and Evaluation. In the ‘Planning and Preparation’ stage, learners were introduced to the team-based project and guided through the process. Teams explored topics of interest, organized findings, and shared them with others. During the ‘Project Design’ stage, learners created a table of contents, gathered materials using various media, and developed their books through a three-step process: self-directed writing, tool-assisted writing, and mentor-supported writing. In the ‘Creation of the Output’ stage, learners used the proofreading tool ‘校对’ and designed covers, illustrations, and layouts. The ‘Presentation and Evaluation’ stage included publishing via Bookk, team presentations, and reflections on their growth. The study analyzed changes in learners’ affective factors (interest, motivation, confidence, and adventurousness) using pre- and post-surveys with 20 identical questions. Results showed positive changes across all categories, confirming improvements in learners’ attitudes and abilities. Writing evaluations also indicated skill development, with all teams showing progress after revisions. This process-oriented, collaborative approach demonstrated the effectiveness of iterative writing activities in enhancing learners’ skills and fostering meaningful engagement with Chinese writing.