Exploring innovative teaching methods in secondary Chinese language teaching
Journal: Region - Educational Research and Reviews DOI: 10.32629/rerr.v7i9.4449
Abstract
As a core subject for fostering language skills and cultural literacy, middle school Chinese education faces problems in traditional teaching, such as low student participation, weak application of knowledge, and neglect of individual differences. This article first analyzes the dilemmas of traditional teaching and the need for innovation, then elaborates on three core innovative methods: situational teaching, project-based learning (PBL), and differentiated instruction, outlining their practical approaches. Finally, it proposes the implementation support of "teacher training - resource development - management reform" to enhance teaching quality.
Keywords
secondary Chinese language teaching; innovative teaching methods; core competencies; situational teaching; differentiated teaching
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[2] Chinese Society of Education. 2023. Report on Secondary School Students' Engagement in Chinese Language Learning. Beijing: Education Science Press.
[3] Vygotsky LS. 2015. Mind in Society: The Development of Higher Psychological Processes. Beijing: Peking University Press. (Translated from the 1978 original edition)
[4] Krajcik JS, Blumenfeld PC. 2006. Project-based learning: standards-based teaching. Theory into Practice, 45(2): 109-118.
[5] Chen L. 2022. Application of project-based learning in senior high school Chinese language teaching. Educational Research, 15(3): 45-58.
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