Situated Collaborative Teaching Model: Innovative Strategies for Enhancing Reading Comprehension and Social Abilities in Third Grade Elementary Chinese Language Classes
DOI:
https://doi.org/10.22555/joeed.v12i1.1310Keywords:
Chinese Language Learning, Elementary Education, Reading Comprehension, Situational Collaborative Teaching, Social AbilitiesAbstract
This study focuses on developing an innovative teaching model that integrates situational and collaborative learning for third-grade Chinese language classes. Its goals are to enhance students' reading comprehension and social skills, re-define teachers' roles, account for individual differences, and improve overall teaching quality. The study utilized a theory-building approach. It builds the model's foundation on relevant educational theories and designs teaching activities aligned with curriculum standards and student traits. As a theoretical study, it does not involve participants, data collection, and analysis. However, the model is based on existing educational research and practical needs. Preliminary outcomes show the model combines the advantages of both learning theories. Situational learning sets the stage for collaborative learning, and the latter promotes knowledge sharing. However, the model remains at the theoretical stage, its practical effectiveness has yet to be validated. . Future research will test the model in real classrooms, gather data on students' learning and social skills, and conduct analyses to optimize and expand its application. Specifically, this study addresses two primary research questions: (1) How can the integration of situational and collaborative learning improve third-grade students’ reading comprehension and social abilities? (2) How should teachers' roles be transformed to effectively implement this model in Chinese language classrooms? This study adopts a theoretical construction approach, synthesizing relevant educational theories and curriculum analysis to design the model framework.
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