Chinese Classrooms Research Articles

Navigating English Language Instruction in China: Insights from Chinese Students on Native English-Speaking Teachers’ Practices

ABSTRACT This study uses the instructional beliefs model to analyse Chinese students’ perceptions of classes taught by Native English-Speaking Teachers (NESTs). Forty-five Chinese students from 12 universities in southwestern China participated in the semi-structured interviews. The findings indicate pedagogical practices were perceived positively for practical language application but criticized for culturally incompatible pedagogical practices. Instructional outcomes exhibited positive affective and behavioural changes but posed challenges in cognitive learning. The study underscores the need for tailored teaching approaches and an understanding of students’ expectations to enhance the overall effectiveness of NEST-led instruction in Chinese classrooms.

A Brief Exploration of Strategies for Integrating Labor Education into Primary School Chinese Teaching

The "Compulsory Education Chinese Curriculum Standards (2022 Edition)" takes students as the main body, pays attention to the subjective initiative of students, and attaches importance to interdisciplinary learning. Based on this, this article builds a more colorful Chinese classroom, integrates labor education to create a real teaching situation and conducts research. I hope to provide some reference for interdisciplinary learning of Chinese integrating labor education.

Learning Chinese as a Second Language: Implications of the Character-Word Dual Function Model

Learning new words is fundamental in both first and second-language reading. There are, however, divided opinions on the best instructional approaches. Two widely used approaches across languages are whole-word focus and word-constituent focus. The appropriateness of each approach has varied historically, even within a single language (e.g., the debate between whole-word instruction and phonics in English). In teaching Chinese, both approaches are applied but to different learner groups. Whole-word instruction predominates in teaching Chinese as a second language (L2), while instruction for Chinese children focuses more on character-level mappings. It may seem reasonable in L2 Chinese instructions to focus on direct mappings between Chinese words and their L1 equivalent words. However, this raises a question: Is whole-word instruction the most efficient approach in L2 Chinese instruction? Based on an analysis of the Chinese writing system, we proposed a Character-Word Dual Function model of Chinese and tested its application of a dual-focus approach on both characters and words in L2 Chinese classroom instruction. Empirical findings support the advantage of this new approach compared to conventional whole-word instruction. We discuss the alignment between our findings and the Unified Computational Model and its implications for word instruction across languages.

Analysis of Effective Use of Interactive Video in International Chinese Education

With the passage of time, many colleges and universities around the world have set up online classes and integrated the course teaching assistance system into them. With the innovation of science and technology, the use of interactive video in offline teaching is becoming more and more common. By integrating it into the offline learning education system, students’ enthusiasm in class can be significantly improved, and it can also be widely used in international Chinese classes. Therefore, this paper takes international Chinese education as an example. By studying the overall situation of international Chinese classrooms, teachers discuss the operation mode of interactive video in offline teaching, and put forward relevant suggestions, hoping to help international Chinese classroom teachers improve teaching quality and consolidate students’ academic performance. By introducing new teaching concepts, teachers’ teaching methods can be greatly improved, and at the same time, students’ active participation can be promoted, making it easy and practical to conduct a robust assessment of students’ learning progress.

Construction of Classroom Culture of International Chinese Teachers from the Perspective of Effective Teaching

Culture and economy are two subsystems that are indispensable and closely linked in a country's development process. Economy determines culture, and culture is a reflection of politics and economy and reacts to economy. With the continuous rapid development of China's economy, "Chinese", as a unique cultural element in China, is increasingly active and spreading on the global international stage with the development of China's economy.​ Therefore, China's language and the cultural civilization factors attached to the language are in urgent need of "going out", they need a "missionary" who not only has the Chinese ontology knowledge but also has a high degree of cultural cognition to spread Chinese characters and Chinese civilization. At this time, international Chinese teachers who have a high degree of conformity with internal and external standards and who are familiar with cultural teaching methods and teaching techniques become indispensable. It is imperative to improve the comprehensive quality of international Chinese teachers and promote the effective teaching of international Chinese classroom culture.

How to Improve the Effectiveness of Chinese Classroom Teaching

Classroom teaching is the most important link of international Chinese teachers. The choice of teaching strategies and the arrangement of teaching design will directly affect the effectiveness of the whole classroom teaching. Effective teaching strategies can not only help students to master Chinese knowledge efficiently, but also build teaching confidence for junior international Chinese teachers, and promote them to continuously explore and improve teaching methods in the subsequent teaching process, so as to gradually grow into senior Chinese teachers and make contributions to the development of International Chinese Language Education. This paper refers to the relevant books and literature, combined with the author's professional course learning experience, through the analysis of the factors affecting the effectiveness of Chinese classroom teaching, and puts forward the corresponding teaching suggestions and strategies, so as to ensure the implementation of effective teaching.

On the Role of Group Competition Mechanism in International Chinese Classroom

International Chinese language education is a field that has attracted much attention in recent years. Under the background of China's increasing international influence, more and more people realize the importance of learning Chinese. However, with the development of international Chinese education, we should also pay attention to the research of international Chinese education classroom strategy. Based on the observation of online open courses, with group competition mechanism as the theoretical basis, take the class “Whose bag is this” in the first grade of a primary school in the Philippines as an example, observed the classroom group competition mechanism, this paper mainly introduces the competition mechanism into the Chinese language teaching classroom advantages and disadvantages, and further put forward the principles and methods of classroom competition mechanism. The aim is to provide new teaching ideas for Chinese teachers and facilitate and improve their teaching efficiency and quality.

Acquisition of math knowledge in digital and non-digital game-based learning classrooms: Impact of intrinsic motivation and cognitive load

Educational games, spanning a wide spectrum from digital games to non-digital games, have been considered as promising tools to facilitate math learning. However, previous studies focused more on digital game-based learning, few compared the differences between digital and non-digital games. We conducted a quasi-experiment to examine the effects of digital and non-digital games on math knowledge acquisition, intrinsic motivation and cognitive load in Chinese classrooms. Two equivalent versions of games (digital vs non-digital) focusing on coordinate knowledge acquisition were developed, and three groups (digital game, non-digital game and traditional teaching group) were assigned. The results reveal that students in the digital game group reported significantly higher intrinsic motivation and lower intrinsic and extraneous cognitive load than non-digital game group. While non-digital game group had better knowledge acquisition performance and germane cognitive load than digital game group. Our findings suggest that affordance of game technology influences students’ motivation and cognition, causing “false” high motivation and low cognitive engagement among students. Non-digital games could serve as cost-effective alternatives to enhance math learning performance within authentic classrooms, thus providing valuable insights into establishing a resilient and sustainable game-based learning environment.

Modeling Bamboo Window Blinds in Classrooms: Assessing Daylighting Performance by Simulation Incorporating BSDF

ABSTRACT The purposes of this study are 1) providing a rating framework, including model layout, simulation settings and method, for assessing the daylighting performance of fenestration systems in typical Chinese classrooms, 2) exploring if fast-growing plant made shade layer could replace polyester fabric in terms of daylight availability and visual comfort. The rating framework was introduced, and the simulation method incorporating Bidirectional Scattering Distribution Function (BSDF) was validated by a sample case of physical model composing bamboo window blinds. Eight sets of bamboo blinds with varied dimensional parameters and four sets of woven fabrics with varied openness factors were compared in the proposed rating framework. The results show that bamboo blinds with expected parameters outperform shading fabrics on daylighting performance. Besides, bamboo blinds offered a sustainable and environmentally friendly alternative, providing a connection to nature and enhancing the overall window view. The findings highlight the potential of bamboo blinds in creating comfortable and visually appealing learning environments while promoting sustainability in architectural design. Overall, this study contributes to the understanding of the benefits and design considerations of natural material for building applications.

Research on the Cultivation of Primary School Chinese Core Literacy from the Perspective of Information Technology Media

In 2024, Huai Jinpeng, secretary of the Party Group and Minister of the Ministry of Education, pointed out in his speech at the National Education Conference that we should "strengthen the reform and innovation of education and teaching, and constantly explore and practice new teaching methods and means". Nowadays, cultivating primary school students' Chinese core quality has become an important direction of primary school Chinese classroom reform, the core of which lies in cultivating students' individual cognition and application ability of Chinese. Based on this, this paper breaks down the cultivation concept of primary Chinese core quality into individualized learning orientation, teaching orientation of students' subjectivity and feedback mode of multiple evaluation. The paper deeply integrates the use of information technology media with primary school Chinese teaching, and puts forward the cultivation mode of primary school Chinese core quality under the vision of information technology media. This model includes three parts: deep interaction of teaching and research, flipped classroom learning model, multiple evaluation and intelligent data management, in order to help the reform of the primary school Chinese core literacy training model.

Influence of Culture on Chinese University Students' Interaction with Feedback

Feedback is a powerful learning tool, however, cultural elements may inhibit its effectiveness. In China, the teacher-student dynamics are different than in the West and the methodologies purported by Western scholars may not be effective. This paper identifies cultural elements of Mianzi and Guanxi that influence social relationships in Chinese academic environments. The research explores the needs and perspectives on feedback practices of twenty-five senior undergraduate students at a Chinese University via semi-structured interviews. The results offer insight into best feedback practices when working with Chinese students. The key takeaway is that most Western effective feedback guidelines translate into the Chinese classroom, however, power dynamics inherent in Confucianist society inhibit students from engaging with teachers. It is also important to note that peer feedback may not be as effective because students may be reluctant to make a peer lose face or may not see peers as having valid opinions. Understanding key cultural concepts can facilitate communication between teachers and students, improving feedback effectiveness.

Methodological recommendations for classes in the Chinese classroom: The image of the father in Deniskin's Stories by V. Y. Dragunsky and in Old STORIES in the South of the city by Lin Haiyin

Methodological recommendations for classes in the Chinese classroom: The image of the father in Deniskin's Stories by V. Y. Dragunsky and in Old STORIES in the South of the city by Lin Haiyin

Exploring Conflict Dynamics Model in Second Language Collaborative Writing Classrooms

Global pioneers had done quite a lot of theoretical and pedagogical research on peer conflicts, among which they considered Second Language (L2) peer assessment, teachers’ assessment, and the classification and identification of conflicts. While few scholars stand in L2 collaborative writing classrooms in early attempts to witness the conflict dynamics that learners confront in producing peer feedback. Therefore, this study gathers data from a Chinese university and seeks to expose the dynamic development of the conflict in peer interaction and characterize the intragroup conflict phase model. It is of great reference value for teachers to enact much of the teaching design in China since the data was initially extracted from Chinese classrooms. Implications for teaching are addressed, along with recommendations for future research.

An Analysis of Primary School Classroom Teaching Evaluation Strategies Based on Chinese Core Literacy

As an important part of primary school Chinese education activities, the evaluation form of primary school Chinese classroom teaching determines the effect of Chinese teaching to a large extent. In response to the problems in the current Chinese classroom teaching evaluation, this paper explores the evaluation of Chinese classroom teaching from the starting point of Chinese core literacy, and proposes to use language construction and application literacy, thinking development and improvement literacy, aesthetic appreciation and creative literacy, cultural inheritance and understanding literacy as evaluation guidelines. It explores the primary school Chinese curriculum teaching evaluation strategy from the aspects of comprehensive evaluation content, diversified evaluation subjects, and standardized evaluation indicators, so as to give full play to the effectiveness of Chinese classroom teaching evaluation and improve primary school students' Chinese core literacy.

ОБУЧЕНИЕ КИТАЙСКИХ СТУДЕНТОВ В ЯЗЫКОВОЙ И НЕЯЗЫКОВОЙ СРЕДЕ: ПЕДАГОГИЧЕСКИЕ ОСОБЕННОСТИ

The object of the study of this work is the peculiarities of teaching students from China in various conditions. The chosen topic of the article is explained by the relevance of the problem under study, its insufficient theoretical and practical elaboration. The novelty of the work lies in the study of the peculiarities of teaching Chinese students at the initial stage both in a language environment (using the example of VSTU) and in conditions outside the language environment (using the example of the Shenzhen MSU-BIT University). The article describes a pedagogical experiment that determines the feasibility of teaching Chinese students not in mononational, but in international groups. The results of comparing learning systems in the Chinese classroom and different approaches to the organization and content of the educational process are presented in the table, the content of which may be useful for practical teachers working with Chinese students in both countries.

Unanticipated benefits: left-behind peers and improved health in rural Chinese classrooms

Unanticipated benefits: left-behind peers and improved health in rural Chinese classrooms

A systematic review of critical thinking for Engineering Students in Chinese classrooms

<p class="Abstract">As a result of fast technical breakthroughs, globalization, a customer-centric emphasis, and team-based design techniques, 21st century workplace expectations for engineers have evolved. These changes need that engineering graduates possess highly developed critical thinking abilities in order to work at a high level in the engineering field. Critical thinking has been introduced as a fundamental ability in the new Skills Framework. Countries from all over the globe have taken steps to foster the development of critical thinking skills in their citizens, and researchers from a variety of fields pay attention to and conduct critical thinking research. However, comprehensive research on the teaching and learning of critical thinking in the Chinese setting is scarce. This study examines the research literature on critical thinking in Chinese classrooms in order to discover which theories and research methodologies are applied in critical thinking research. By scanning the CNKI and Web of Science databases, 63 Chinese and English publications were discovered using the PRISMA model. The analysis demonstrates that Chinese schools lack theoretical applications of critical thinking research. In the meanwhile, three distinct research techniques are used, however quantitative research approaches have the most papers. According to research, anyone interested in studying critical thinking should be familiar with its theory. In addition, researchers must use a range of study methodologies to guarantee that the results give information beyond summaries of critical thinking. Finally, Chinese researchers on critical thinking need greater exposure to qualitative data sources in order to modify their data gathering procedures.</p>

Analysis of Differences in Chinese and English Classroom Teaching

Analysis of Differences in Chinese and English Classroom Teaching

A Study on the Impact of Teaching Models Guided by the Zone of Proximal Development on the Chinese Learning Effectiveness of Junior High School Students

The zone of proximal development, as an important theory in the concept of educational development, has always been valued by scholars in the past. However, most studies focus on exploring teaching models such as scaffolding teaching while neglecting the role of peer cooperation etc in teaching, especially in Chinese teaching. Against this background, the study used the semi-structured interview method to conduct interviews with three Chinese teachers from different junior high schools and teaching levels, aiming to organize and summarize the commonalities and differences in the interview content, to explore the application and importance of related teaching models in Chinese teaching of junior high school and attempt to study the impact of these teaching modes on Chinese classroom and students' learning efficiency. Research found that related teaching modes have received high application and attention in Chinese teaching in junior high school, especially the structured teaching mode. However, some controversial teaching models have not reached a certain level of recognition and importance, without wide application to Chinese teaching. Overall, the application of teaching modes related to the topic still has a very positive impact on the junior high school Chinese classroom, student learning effectiveness, teacher reflection on teaching, significantly improving the atmosphere of Chinese learning and mutual assistance in the class. Students have received good feedback in homework and exams and teachers adjust teaching progress based on tracking students' learning situations.

Examining Hofstede’s Cultural Dimensions in Iranian and Chinese Context: A Mixed Methods Approach

This study investigated key cultural value dimensions in samples of undergraduate business students from Iran (n = 40) and China (n = 40). Hofstede’s national culture framework spans Power Distance, Individualism/Collectivism, Uncertainty Avoidance, and Masculinity/Femininity. A survey measured and compared cultural dimension scores between countries. Classroom observations also qualitatively assessed how societal norms shape teaching and learning. Results showed that Iranians accepted greater power inequality, showed more discomfort with unstructured situations, and were more individualist than the strongly collectivist Chinese sample. Both countries were distinctly masculine. Observation data reflected high Power Distance and Uncertainty Avoidance in Iranian classrooms, with professors tightly controlling discourse and censoring student opinions. Chinese classrooms demonstrated more collaboration and student debate. Findings update Hofstede’s country rankings with generational data. Insights can inform educational reforms catering teaching practices to cultural orientations while developing needed competencies. Limitations include sample size and generalizability. Further cross-cultural research should track evolving youth attitudes, translate macro-culture into micro-domains like academia, and leverage understanding to optimize learning systems. This mixed methodology comparing Iranian and Chinese university students on cultural dimensions and academic manifestations makes a novel contribution. Practical implications span cross-cultural understanding, organizational leadership, policy, and culture-specific social initiatives.