Research on Project-Based Teaching Strategies for the Chinese Curriculum of International Baccalaureate (IB) based on the SAMR Model

Abstract

In the digital era, there have been significant changes in international students’ Chinese language learning patterns and methods. The integration of information technology and project-based teaching not only promotes the demand for applications and learning media but also provides new opportunities to enhance student’s critical thinking abilities. However, project-based teaching of information technology and Chinese is prone to the misconception of seeking the most suitable application or learning medium for verification. The SAMR (Substitution, Augmentation, Modification and Redefinition) model is an educational model based on Bloom’s taxonomy of educational objectives for “creative” teaching. This information technology-integrated teaching method provides students with diverse learning experiences. The Chinese language course of the International Baccalaureate (IB) aims to cultivate students’ profound understanding of literature, language, and culture by providing a critical exploration learning experience in the field of language and literature. It encourages students to explore similarities and differences between different cultures, delve into topics or works of interest, and conduct independent language and literature research projects. The project-based learning approach helps students meet their further academic research and personal growth skills needs, cultivating them as language users and lifelong learners who are willing to explore and have critical thinking skills. The application exploration of the SAMR model in project-based teaching proposes relevant suggestions for the integration of information technology and Chinese teaching in the digital era and provides some new focus points for effective strategies and paths of IB Chinese teaching: encouraging teachers to improve students’ skills in collaboration, communication, creativity, and critical thinking (4C) through advanced teaching at four different levels of SAMR model, flexible use of teaching rounds, creation of GRASPS teaching evaluation scenarios, and design of conceptual driving tasks, in order to achieve the improvement of language and literature construction and application abilities, and further promote the collaboration and autonomy of IB Chinese project-based learning process.