본 연구는 PDCA 모형에 기반한 PBL(Project-Based Learning) 수업 운영 사례를 분석하고, 대학교 2학년 중어중문학과 전공생 21명을 대상으로 한 중국어 청취수업의 운영 결과를 제시하는 데 목적이 있다. 본 수업에서는 챗GPT와 영상 편집프로그램을 활용하여 5~7분 분량의 중국인을 대상으로 한 인터뷰 영상을 제작하는 PBL 문제를 제시하였으며, 이를 통해 학습자의 수업 참여 태도, 반응 및 만족도를 분석하였다. 수업 운영은 PDCA 모형에 따라 계획(Plan), 실행(Do), 평가(Check), 개선(Act)의 네 단계로 구성되었으며, 단계별 실천 내용과 성과를 분석하였다. 그 결과, 학습자들은 협력적 문제 해결 과정을 통해 자율적·능동적인 학습 태도를 형성하였으며, 비구조화된 과제 수행 경험을 통해 문제 해결 역량이 향상된 것으로 나타났다. 본 연구는 대학 중국어 청취 수업에 PBL을 적용한 실제 사례를 제시함으로써 수업 현장에서 활용 가능한 구체적인 운영 방안을 제공한다는 점에서 의의가 있다. 나아가 본 연구는 중국어 듣기 교육에서 PBL의 효과와 운영 방식을 검증·보완하기 위한 기초 자료로서, 향후 PBL 기반 중국어 청취 수업 설계 및 교수법 개발에 실질적인 시사점을 제공할 것으로 기대된다.

This study analyzes the case of Project-Based Learning(PBL) instruction based on the PDCA(Plan-Do-Check-Act) model and aims to present the outcomes of a Chinese Listening 1 course conducted for 21 second-year undergraduate students majoring in Chinese Language and Literature. In this course, learners were given a PBL task to produce a 5-7 minute interview video with native Chinese speakers by utilizing ChatGPT and video editing software. Through this task, the study examined learners’ participation, responses, and overall satisfaction with the PBL-based instruction. The instructional process was structured according to the four stages of the PDCA model―Plan, Do, Check, and Act―and the implementation and outcomes of each stage were analyzed. In the Plan stage, clear instructional goals were established, a 15-week course plan was developed, the PBL task was designed, a preliminary survey was conducted, and group chat rooms were created to facilitate smooth communication between the instructor and learners as well as among learners. In the Do stage, teams were formed based on diagnostic assessment results, and learners collaboratively produced interview videos using ChatGPT and video editing tools. In the Check stage, each team presented its final product and reflected on the problem-solving process, role distribution, collaborative experiences, and overall impressions of the course. Peer evaluation, team member evaluation, and course satisfaction surveys were also conducted. In the Act stage, the instructor proposed specific improvement strategies for future instruction based on learners’ feedback. This study is significant in that it provides a concrete example of applying PBL to a university-level Chinese listening course, offering practical instructional strategies that extend beyond theoretical discussions. The findings suggest that PBL can foster learners’ autonomous and active learning attitudes by providing opportunities to solve ill-structured problems, thereby enhancing their problem-solving abilities. Furthermore, this study serves as foundational data for verifying and refining the implementation and effectiveness of PBL in Chinese listening education and offers practical implications for the future development of PBL-based instructional methods.