복잡성 이론-PjBL을 적용한 교양무용 수업 설계에 관한 연구

Abstract

This study integrates concepts of complexity theory into the design of a general education dance course and adopts Project-Based Learning (PjBL) as the implementation strategy to propose a learner-centered model. Focusing on the Analysis–Design–Development phase of ADDIE, a 15-week course structure was designed, outlining weekly flow, learning outputs, and aligned assessments. Using “Ballet and Music” as a case study, we structured a six-stage PjBL cycle to encourage multi-path inquiry, collaborative role formation, and qualitative improvement in learning products. The course was organized into three stages—foundation, PjBL application, and summative evaluation—and is analyzed through a mixed-methods design integrating quantitative and qualitative data. Findings reveal a shift from linear transmission-based instruction to an interaction-centered system, confirming strong alignment between complexity theory and PjBL. The study proposes a practical framework for assessing interaction quality, team self-organization, and emergent improvement, thereby contributing to the advancement of learner-centered dance education.