A Case Study of a Community-based Chinese Capstone Design Curriculum

This study investigated the design and operation of a Chinese project course in a university flexible semester by applying community-based capstone design education, and analyzed the satisfaction of learners. The Chinese P-Project class, which applies capstone design to create learning outputs needed by the local community, was divided into the following stages: class introduction, project planning and preparation, project output production, and project output presentation and evaluation. In addition, this study applied the capstone design teaching method to the P-Project class and surveyed learners on their satisfaction with the class to verify the educational effectiveness. The contents of the questionnaire were mainly composed of satisfaction with the capstone design teaching method, satisfaction with the capstone design teaching process, and satisfaction with the capstone design learning outcomes. According to the evaluation questions, the overall evaluation of the class was very good, especially the satisfaction with the capstone design teaching process. Since the course is a thoroughly collaborative learning experience, rather than individual work, it is clear that the learners are satisfied with the collaborative team learning.