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The purpose of this study is to develop a design thinking-based Chinese culture class prototype whose field suitability is validated and to secure its discourse validity, based on the direction to select educational contents and the principles to design Chinese culture class in the previous study. According to Smith and Ragan model, a prototype design was developed in three stages - analysis, strategy development, and evaluation. First, this study considered how to experience the diversity of Chinese culture and what to enable students to experience based on the attitudes and background knowledge on Chinese culture understood through a learner analysis, and finally, developed a prototype about ‘Exploring the Chinese Five Senses,’ ‘Creating Chinese Persona,’ ‘Idea Sketch,’ and ‘Sharing a Story.’ This study revised the prototype through the 1st and 2nd formative evaluations with subject matter experts, and presented a 15-week lecture plan. The culture class presented by this study is meaningful because it suggests a process-oriented class, which focuses on ‘the Process of Finding a Solution’, instead of the result-oriented class, which defines culture-related matters and finds a solution simply from an academic approach. It also has significance as it provides a way to improve intercultural sensitivity by learning human-centered problem-solving methods.