Application of the Action-Case Teaching Method in College Chinese Course Instruction

The traditional teaching model of college Chinese courses fails to meet the teaching and learning demands of both instructors and students under new circumstances, making the exploration of more effective pedagogical approaches a key focus of teaching reform in college Chinese. The application of the Action-Case teaching method (ACTM) holds multifaceted significance for this reform. ACTM integrates real-world cases into the teaching process, emphasizing student participation in practical activities to enhance knowledge acquisition, competency development, and literacy cultivation. It is characterized by contextualization, interactivity, and heuristic inspiration. The design of ACTM should adhere to principles of typicality, contemporaneity, and engagement. Implementation requires a systematic approach, progressing through stages such as case introduction, problem posing, group discussion, instructor feedback, and knowledge consolidation. Empowering both teachers and students serves as a critical facilitation mechanism for effectively applying ACTM in college Chinese instruction. Future efforts should focus on collaborative development of teaching cases, feedback-driven optimization of instructional design, and transcending traditional spatial constraints in teaching environments to enhance the efficacy of educational reform.