인지적 유연성 이론 기반으로 한 영화 <유랑지구>의 중국어 교육 적용 연구

Abstract

This study proposes a Chinese language education plan based on Cognitive Flexibility Theory, utilizing the film The Wandering Earth, and examines its effectiveness in enhancing learners’ linguistic expression, cultural understanding, and cognitive flexibility. The instructional design was structured into three stages. In the introductory stage, learners explored key cultural elements of Chinese society, such as regional sentiment, family-centered values, and collectivism, through the film’s main scenes and storyline. The exploration and comprehension stage involved group activities and discussions to analyze cultural elements from multiple perspectives and expand their understanding by applying these elements to new contexts. Finally, the application and expression stage incorporated role-playing and creative writing activities, allowing learners to creatively express their knowledge and apply it to real-life situations. The results indicate that learners perceived the course as effective in improving their linguistic expression, cultural understanding, and cognitive flexibility. In particular, activities that required reconstructing cultural elements in new contexts proved to be highly effective in fostering creative thinking and problem-solving skills. This study demonstrates that combining films with Cognitive Flexibility Theory can serve as an effective instructional model for Chinese language education, offering a new approach to fostering intercultural communication skills and cognitive flexibility.