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Designing Interdisciplinary Fusion PBL Activities through the Integration of High School “Chinese Culture” with Other Subject Curricula

  • The Journal of Study on Language and Culture of Korea and China
  • Abbr : JSLCKC
  • 2026, (79), pp.487~513
  • DOI : 10.16874/jslckc.2026..79.018
  • Publisher : Korean Society of Study on Chinese Languge and Culture
  • Research Area : Humanities > Chinese Language and Literature
  • Received : January 10, 2026
  • Accepted : February 20, 2026
  • Published : February 28, 2026

Eun Young Jang 1

1한국외국어대학교

Accredited

ABSTRACT

The purpose of this study is to design thematic interdisciplinary Project-Based Learning (PBL) activities by linking the subject of “Chinese Culture” with other academic disciplines from the perspective of an integrated curriculum. First, by analyzing five types of “Chinese Culture” textbooks published under the 2022 Revised National Curriculum, this study identifies core cultural elements commonly presented across the curricula—namely, ethnicity, economy, science and technology, and literature. Centering on these elements, the study develops concrete convergence PBL activities applicable to actual school settings. For each theme, the study provides detailed frameworks including activity topics, learning objectives, achievement standards, subject-specific tasks, interdisciplinary project themes and contents, and evaluation criteria. The Interdisciplinary Project-Based Learning (PBL) activities in the “Chinese Culture” curriculum facilitate the integrative reconstruction of learners’ knowledge structures, expand their perceptions of Chinese culture, and cultivate critical perspectives on real-world social issues. Furthermore, by leading the entire project process, students develop core competencies such as creative problem-solving, collaborative communication, and cultural analytical skills.

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