Transforming high school Chinese language education through deep learning and poetic pedagogy: A mixed-methods inquiry
Keywords:
deep learning; Chinese language education; poetic pedagogy; cognitive transformation; mixed-methods researchAbstract
In recent years, deep learning has emerged as a transformative educational approach, emphasizing active engagement, meaning-making, and the transfer of knowledge across contexts. This paradigm shift challenges traditional rote memorization practices, which often fail to connect students with the rich emotional and cultural dimensions of classical texts. In the context of high school Chinese language education, where classical poetry and philosophical prose are central, we aim to explore how deep learning principles can enhance students’ cognitive and emotional engagement with literary texts. Our mixed-methods study combines classroom observations, surveys of 326 students, and interviews with 45 teachers to examine the impact of strategies such as multimodal text interpretation and creative re-imagining. We found significant improvements in students’ metaphorical reasoning and cross-disciplinary knowledge integration. Qualitative insights highlight the importance of emotional resonance and cultural immersion in deepening students’ connection to literary texts. Our findings underscore the need for innovative teaching practices that bridge cognition and emotion, offering practical implications for curriculum reform, teacher professional development, and more effective assessment methods. By integrating deep learning and poetic pedagogy, we believe that Chinese language education can become a more dynamic and meaningful experience for students.
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