대학에서의 비즈니스 중국어 수업 사례 분석— PBL 평가와 제언을 중심으로

초록

This paper aims to review and evaluate cases of Business Chinese classes at universities, considering the unique status of Business Chinese, and to propose improvements for issues identified in the process. First, students acquired practical knowledge by experiencing the business contract process through practical trade learning. By understanding relatively advanced Chinese trade terminology and practicing document writing, they effectively implemented the specialized learning objectives. Second, in the case of PBL, students carried out and practiced business projects planned by the instructor. The instructor provided prior lectures on the entire PBL process to guide students in producing a certain level of outcomes. Business Chinese should be integrated with PBL, requiring students to acquire relevant information, negotiate with group members, and practice fluent presentations and presentation techniques in Chinese. On the other hand, to address the issues identified in the case analysis process, it has been suggested that the PBL execution process itself should be designed as part of the curriculum, with dedicated class time allocated for direct implementation and guidance. Additionally, it is necessary to explore ways to specifically link PBL with language learning in project operations. PBL classes are being proposed as an alternative approach in foreign language education. However, in the case of Chinese language education, PBL has not yet been actively utilized. Therefore, the author proposes establishing a standardized PBL teaching methodology that connects learning with practical applications and seeks to enhance the quality of Business Chinese education.

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