INSTRUCTIONAL DESIGN USING THE CONSTRUCTIVISM THEORY AND PROBLEM-BASED LEARNING APPROACH TO ENHANCE THE CHINESE READING AND WRITING ABILITIES OF PRIMARY SCHOOL STUDENTS IN CHINA
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Abstract
The purposes of this research were 1) to study the current state and problems in teaching Chinese reading and writing abilities of primary school students in China, and 2) to draft an instructional model using the Constructivism Theory and a problem-based learning approach to enhance the Chinese reading and writing abilities of primary school students in China. This study was divided into 2 phases. In Phase 1, qualitative methods were employed to analyze various sources from 2019 to 2023, including documents, books, journals, and websites. Semi-structured interviews were conducted with 5 curriculum experts, 10 experienced Chinese teachers, and 9 primary school students, selected through purposive sampling. Phase 2 involved prioritizing solutions based on the findings from Phase 1, leading to the draft of the instructional model, which was then evaluated by 5 experts for content validity (IOC) and by 10 Chinese language teachers and 1 research assistant for appropriateness using a five-level rating scale. The research results provided:
1) In Phase 1, the study of the current state and problems in teaching Chinese reading and writing skills to primary school students in China found that problems include low student engagement, traditional teaching methods, curriculum misalignment, lack of diverse materials, and assessment limitations. Recommendations advocate for student-centered approaches, diverse learning methods, curriculum alignment, enriched materials, individualized instruction, varied assessments, active learning, and inclusive environments.
2) In Phase 2, the analysis revealed IOC values over 0.8 for all topics by experts, alongside highest-level appropriateness assessments by teachers and a research assistant. Following the receipt of suggestions, a teaching model was developed comprising six steps: 1) Problem Introduction and Stimulating Interest, 2) Creating a Context for Self-Directed Learning, 3) Task-Driven and Cooperative Learning, 4) Communication, Reporting, and Guiding, 5) Integrating Reading and Writing for Free Expression, and 6) Evaluation, Feedback, Summary, and Improvement.
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