Research on the Construction of a Cultural Empathy Teaching Model Based on PBL-CL Integration in the Chinese Culture Learning of Thai Junior High School Students

Information from the abstract

This study explored the meanings of project-based learning (PBL) and cooperative learning (CL). By combining the PBL teaching model and the CL teaching model, a five-stage Chinese cultural empathy teaching model of "initiation - organization - exploration - presentation - evaluation" was formed. A 20-week teaching content based on the development logic of respecting Chinese culture was designed, and students from classes 5 and 6 of the second grade of X Middle School in a certain province of Thailand were selected as the experimental subjects. The experimental class adopted the integrated teaching mode of PBL-CL, while the control class used the conventional Chinese cultural empathy teaching method. Questionnaire surveys and pre- and post-academic performance comparisons were conducted on the learning effects of the experimental class and the control class in multiple dimensions. The experimental results showed that the average scores of the experimental class in terms of problem awareness and solving ability, learning interest and attitude, and cooperative awareness and cooperative ability were significantly higher than those of the control class. In the final test, the average final score of the experimental class reached above 75 points, significantly better than that of the control class. Independent sample t-test showed that the difference was statistically significant. 80% of the students agreed that group cooperation had a positive effect on the problem-solving ability of Chinese cultural empathy. The PBL-CL Chinese cultural empathy teaching model based on this provides an operational practical path for Chinese culture teaching for Thai junior high school students.

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Related topics: Problem and Project Based Learning · Innovations in Education and Learning Technologies · English Language Learning and Teaching