Exploration and practice of integrating Chinese classics into Korean literature history curriculum under project based teaching mode
项目式教学模式下国学经典融入韩国文学史课程的探索与实践

摘要

当前韩国语专业课程体系中，韩国文学类课程改革相对滞后，而文化自信与国际视野的培养需求日益凸显。通过将项目式教学法与韩国文学史课程相结合，并融入国学经典元素，构建以学生为中心的教学模式。课程实践采用分组合作形式，以韩国各时期文学（如高丽时期）与中国古典文学（如陶渊明作品）、优秀传统文化、古典哲学思想等的关联性为切入点，设置跨文化理解和比较活动。实践表明，该模式显著提升了学生的学习积极性、跨文化分析能力及文化认同感，为外语专业人才培育提供了兼具学术深度与思政价值的教学范例。课程实施中，学生以3–4人小组形式，围绕韩国各时期文学与中国古典文学（如陶渊明、李白作品）开展比较研究，通过课堂展示、跨文化工坊、AI文本分析等活动完成项目任务。一学期教学实践显示，超过85%的学生认为该模式有效提升了其文学分析能力与文化认同。未来可进一步拓展至其他东亚文学课程，深化文明互鉴研究。

Abstract

The current curriculum system for Korean language majors exhibits a relatively slow pace in reforming Korean literature courses, while the need to cultivate cultural confidence and a global perspective has become increasingly prominent. By integrating project-based teaching methods with the Korean literary history course and incorporating elements of ‌Chinese classics‌, we constructed a student-centered teaching model. The course adopts a group-based collaborative approach, using the connections between Korean literature from various periods (e.g., Goryeo Dynasty) and Chinese classical literature (e.g., works of Tao Yuanming), outstanding traditional culture, and classical philosophical thought as entry points to design cross-cultural understanding and comparative activities. Practice has shown that this model significantly enhances students' learning enthusiasm, cross-cultural analytical skills, and cultural identity, providing a teaching example for foreign language talent cultivation that combines academic depth with ideological and political value. In the course implementation, students work in groups of 3–4 to conduct comparative research on Korean literature from different periods and Chinese classical literature (e.g., works of Tao Yuanming and Li Bai), completing project tasks through classroom presentations, cross-cultural workshops, and AI text analysis. A semester of teaching practice indicates that over 85% of students believe this model effectively improved their literary analysis skills and cultural identity. In the future, this approach could be further expanded to other East Asian literature courses to deepen research on mutual learning among civilizations.