Chinese Classrooms Research Articles

Effect of teacher social support on students’ emotions and learning engagement: a U.S.-Chinese classroom investigation

Psychological and instructional communication researchers increasingly recognize the significance of student emotions in determining their engagement in the classroom. Under the direction of Emotional Response Theory (Mottet, Frymier, & Beebe, 2006), this study aims to establish a model of a college instructor’s social support, student positive and negative emotions, and student engagement in learning. It also attempts to extend this research by examining cultural differences in U.S. and Chinese classrooms and how these factors influence teacher behavior and student emotions. The result demonstrates the mediating effects of student positive emotions between teacher support and student engagement in both cultures. In addition, Chinese students show significantly more negative emotions toward their class, whereas U.S. students report more positive emotions and higher perceived network support from their teachers. Theoretical and practical contributions related to social support regarding student emotion and learning are discussed.

The Method of Education Humour Art in Chinese Classroom Teaching of Junior High School

The Method of Education Humour Art in Chinese Classroom Teaching of Junior High School

Analysis and Coping Strategies of Chinese Classroom of Confucius Institute in Latvia

Analysis and Coping Strategies of Chinese Classroom of Confucius Institute in Latvia

An Analysis of Turn Taking in Primary School Chinese Classroom

An Analysis of Turn Taking in Primary School Chinese Classroom

Case Study of Online Chinese Classroom Teaching in Chinese Language Education

Case Study of Online Chinese Classroom Teaching in Chinese Language Education

Connotative Qualities and the Pathway of Unit-Based High School Chinese Teaching

Relying on the existing theories and adopting the dialectical analysis method, we explore the guiding significance and the specific implementation methods of the unit-based Chinese teaching mode on high school classroom from theory to practice, from the basics and go deeper. A study on the design methodology of the unit-based Chinese teaching is based on its importance for students’ development in order to provide an effective method for building a human-centered high school Chinese classroom and to look forward to the bright future of the unit-based teaching mode.

Laying the foundations of phronesis (practical wisdom) through moral dilemma discussions in Chinese primary schools

ABSTRACT The present study explores how a moral dilemma discussion method in Chinese classroom settings can help develop some of the foundations of practical wisdom (phronesis). The study context focuses on Morality-and-Law classes in Chinese primary schools, which signal the beginning of the moral education curriculum. The study employs a qualitative approach, by interviewing 12 Morality-and-Law teachers from 10 Chinese Primary Schools to glean insights into the use of moral dilemma discussions in their classrooms—a tried-and-tested method of practical-wisdom cultivation. The findings suggest that while moral dilemma discussions are not alien to those Chinese teachers, they harbour both positive and negative perceptions towards such discussions. Most teachers recognise their value, and they have been used as one of the methods (among others) in those classes. The teachers do not pay much attention to the assessment element but simply use moral dilemmas as material to stimulate classroom discussions and foster students’ critical thinking/judgement, which can be seen as laying some of the foundations of practical wisdom from a neo-Aristotelian perspective.

Application Status and Suggestions of Three Language Teaching Methods in Chinese Classroom

With the rapid development of economy, the demand for practical skills is increasing. The government is attaching more and more importance to education. All parties are concerned about the quality of children's education. It is very important for teachers to know how to use teaching method properly and how to apply it in practical teaching. However, because of various reasons, teachers only use a single teaching method or there are various problems in the actual teaching. As a result, the teaching quality is not good. This is also not conducive to the cultivation of students' abilities. Based on previous studies on grammatical translation, communicative teaching method and flipped classroom, this study studies the advantages and disadvantages of the three methods through comparative analysis. The research results show that each of the three teaching methods has its own advantages and disadvantages, and according to the characteristics and disadvantages of each teaching method, relevant suggestions are put forward.

Effective Strategies to Motivate Primary and Secondary School Students to Learn Chinese

Chinese learning motivation is the internal motivation that directly promotes students' Chinese learning, and for primary and secondary school students, strengthening Chinese learning motivation plays an important role in the improvement of their performance and overall development. In order to address this often talked about issue, this paper starts from analysing the conceptual composition of Chinese learning motivation, collating and analysing and synthesizing the current empirical research, and arriving at the factors affecting students' Chinese learning motivation. Chinese learning motivation is mainly divided into internal factors including students' personal Chinese learning motivation and learning interest, and external factors including family, school and society. On this basis, this paper refers to the first-line research results on enhancing Chinese learning motivation at home and abroad, and combines the author's investigation and teaching practice experience to explore effective strategies to enhance students' Chinese learning motivation from internal factors including reasonable attribution, internal motivation for learning, self-regulation ability, and external factors including Chinese classroom teaching, the role of Chinese teachers' transformation and students' learning life.

Redesigning Check-In/Check-Out to Improve On-Task Behavior in a Chinese Classroom

Redesigning Check-In/Check-Out to Improve On-Task Behavior in a Chinese Classroom

Criticising as a disciplinary action: A problem for learners of Chinese as a foreign language?

AbstractIn this study, we examine how criticising as a disciplinary action is conventionally realised in Chinese classroom contexts. By so doing, we provide a two‐fold contribution to the current special issue dedicated to Willis Edmondson. First, we examine criticising in an innovative way, by going beyond its traditional interpretation as a speech act, that is, we approach it as an interactional phenomenon which is conventionally realised by a cluster of expressions and speech acts. Second, we propose a bipartite approach to examine why and how instances of criticism as a disciplinary action in Chinese may puzzle foreign learners of Chinese.

Enhancing Formative Assessment Practices in Chinese Classrooms: Opportunities and Limitations

This study examines the implementation of formative assessment in Chinese classrooms and the challenges faced by teachers in adopting this approach. The research focuses on four key aspects: teachers' understanding and conceptualization of formative assessment, their beliefs and attitudes towards it, the practices and strategies employed, and the obstacles encountered during implementation. The findings indicate that Chinese teachers generally have a good grasp of formative assessment and hold positive beliefs and attitudes towards it. However, challenges such as tight curriculum schedules, an exam-oriented education culture, limited teacher training and resources, and a lack of effective assessment tools and technology hinder the implementation of formative assessment practices. Reforms and innovations are necessary across various dimensions, including educational philosophy, policy systems, teacher training, and educational technology. Adequate training and support should be provided to enhance teachers' assessment literacy and improve their formative assessment practices. Policymakers and educational institutions should prioritize strengthening formative assessment practices and provide resources, support, and conducive environments for its effective implementation. Recent efforts, such as the release of new curriculum standards aimed at enhancing education quality and innovation in China, are promising steps in the right direction. By addressing these challenges and fostering a comprehensive understanding and application of formative assessment, teachers can effectively support student learning and development in Chinese classrooms.

The Influence of AI-Powered Adaptive Learning Platforms on Student Performance in Chinese Classrooms

This study delved into the impact of AI-powered adaptive learning platforms on student performance within the context of Chinese classrooms. Utilizing a comprehensive retrospective approach, the research examined the effects of these innovative platforms on academic achievements, engagement levels, and overall learning outcomes. In the past decade, the integration of artificial intelligence (AI) into educational technology has revolutionized traditional teaching methods. Adaptive learning platforms, driven by AI algorithms, customize learning experiences to cater to individual student needs and learning paces. This study examined a diverse range of Chinese classrooms, encompassing various grade levels and subjects, to ascertain the widespread influence of such platforms. Data collection involved the analysis of historical student performance data from multiple academic years. The study assessed both quantitative metrics, such as test scores and grade improvements, and qualitative indicators, including student feedback and engagement patterns. Through rigorous statistical analyses, the study established correlations between the utilization of AI-powered adaptive learning platforms and enhanced student performance. The findings revealed a significant positive association between the integration of AI-powered platforms and student outcomes. Students exposed to personalized learning experiences exhibited improved academic achievements compared to those in traditional classrooms. Furthermore, the study identified heightened levels of engagement and motivation, as the adaptability of these platforms catered to individual learning preferences. In conclusion, this research underscores the transformative role of AI-powered adaptive learning platforms in Chinese classrooms, highlighting their ability to elevate student performance and engagement. As China continues to embrace technological advancements in education, this study offers valuable insights into the evolution of pedagogical approaches and their positive outcomes on student learning in the past. Keywords: AI-powered, Adaptive learning platforms, Student performance, Chinese classrooms, Influence

Contextual Considerations for Communicative Language Teaching Adoption: A Case Study of China

This paper presents a summary of the main argument raised by Liao (2004) regarding the adoption of communicative language teaching (CLT) in the Chinese context. The author discusses the critical argument made by other researchers regarding CLT and emphasises the significance of considering the teaching context. The conclusion section of the research article is also summarized, highlighting the challenges associated with implementing CLT in China and the proposed solutions. The paper suggests that CLT, being a Western approach, may not be suitable for adoption in China due to the lack of contextual consideration. It further examines the difficulties faced by teachers in conducting a needs analysis and implementing the proposed context approach. The article concludes by emphasizing the need for further research and training to improve CLT practices in Chinese classrooms and raises broader questions about the applicability of these solutions in other teaching contexts, such as Saudi Arabia. The research paper addresses important issues related to CLT adoption as an education policy decision and offers potential insights for improving language teaching practices.

An Understanding-based Study between Traditional Chinese Classroom Teaching and PAD Classroom Teaching in Chinese University Students’ College English Classes

An Understanding-based Study between Traditional Chinese Classroom Teaching and PAD Classroom Teaching in Chinese University Students’ College English Classes

The Adaptability of CLT in China and Teaching Suggestions

As China continues to prioritize English language education, it becomes crucial to assess the applicability and effectiveness of CLT in Chinese classrooms. This paper firstly gives a short review of CLT and discusses the challenges and opportunities associated with its implementation in China. Furthermore, practical teaching suggestions are provided to enhance the adaptability of CLT in the Chinese educational context.

Exploration on the Integration of E-book Bags and Primary School Chinese Classroom Teaching

With the continuous application and popularization of information technology, e-books have gradually entered primary school Chinese language classrooms and become an important force in promoting teaching mode reform and achieving the development of information-based teaching. At the same time, the conflicts and contradictions between e-books and traditional teaching modes in classroom teaching have gradually emerged. Taking the practice of primary school Chinese language teaching as an example, starting from the substitution effect of e-books, the design and selection of information based teaching content, and the interaction of classroom teaching factors, this paper elaborates on the problems in the integration of e-books and traditional teaching models, and explores corresponding development strategies for the problems, in order to provide suggestions for promoting the information based reform of primary school Chinese language teaching.

Analysis on the Characteristics of International Chinese Classroom Teaching Videos

Zhang Guiyuan's KUAILE HANYU teaching video, as an early classic material, has been used by countless international Chinese teachers for reference. In this paper, observation method, case study method and literature reading method are adopted to analyze this teaching video. Classroom introduction, teachers' language, teaching activity design could be discussed mainly. This paper analyses the advantages and disadvantages of the teaching process from the aspects of teacher language, teacher gesture and social culture of language, and puts forward corresponding suggestions to provide reference for future teachers.

Parenting Role Beliefs

Recent research examining beliefs about gender roles among the Chinese population has shown that parenting roles are becoming less gender-bound in contemporary Chinese society. In the context of socioeconomic and political changes, fathers are becoming more engaged in their children's lives. As depicted in Chinese media (e.g., popular television shows and movies), father-children relationships in everyday family activities are being modeled. Utilizing a sample of 34 third-grade students from a suburban Chinese classroom, the present study investigated parenting role beliefs from multiple perspectives—those of students (distinguishing between boys and girls), as well as their parents (distinguishing between fathers and mothers). Results showed that parenting role beliefs did not significantly differ between fathers and mothers, nor between young male and female students. Children’s academic ranking was found to be significantly associated with their own parenting role beliefs and their parents’ engagement in specific activities. Furthermore, parents’ perceived influence of watching popular reality television shows was positively correlated with their parental role beliefs. Additionally, parental influence, as perceived by students, was positively correlated with students’ own parental role beliefs, such that the more children felt their parents played an important role in their parental role beliefs, the more egalitarian their beliefs.

Variables that influence teachers' practice of differentiated instruction in Chinese classrooms: A study from teachers' perspectives.

As the diversity of students increases, differentiated instruction (DI) serves an increasingly significant function in meeting their individual learning needs. Emerging research has highlighted the value of inclusive teaching approaches to address students' differences, such as DI. Therefore, it is important to quantify teachers' DI thoughts and behaviors in classroom teaching. This study follows the original Differentiated Instruction Questionnaire (DI-Quest) to investigate the factors that influence teachers' practice of DI, taking into account their teaching experience, class sizes and school locations. The sample comprised 1,935 teachers from 150 national lower secondary schools in six provinces of central and western mainland China. Exploratory factor analysis (EFA), confirmatory factor analysis (CFA), scale reliability, and invariance testing were conducted to explore and verify the factor structure of a Chinese mainland version of the DI-Quest (CN-DI-Quest). The empirical findings indicate that CN-DI-Quest is a valid and reliable instrument for future study of teachers' DI philosophies, principles, and practice. Moreover, the results of structural equation modeling revealed that teachers' practice of DI (i.e., adaptive teaching) was explained largely by their ethical compass, flexible grouping, output = input, teaching experiences, and class size. Notably, teachers' practice of DI (i.e., adaptive teaching) could not be predicted by growth mindset and school location. This study addresses gaps in the literature, since it provides empirical evidence regarding DI in Chinese mainland schools, offers material and suggestions for future research, and provides recommendations useful to the professional advancement of Chinese teachers, including training programs and professional support.