The integration of Chinese language education and Chinese language and literature education in complex environments: A new perspective based on biomechanics and molecular mechanisms
Abstract
This research explores the scientific foundations, practical pathways, and effects of integrating Chinese language education with Chinese language and literature education in complex environments, using the systems thinking of biomechanics and molecular mechanisms as a perspective. The study employed a randomized controlled experimental design, selecting 184 Chinese language and literature majors from six universities across Eastern China, Northern China, and Southwest regions. Participants were divided into an experimental group (receiving an integrated education model) and a control group (receiving a traditional separated teaching model). Through a 12-week teaching intervention, using diversified data collection tools and mixed research methods, the study systematically evaluated the effectiveness of integrated education. The research found that: (1) Integrated education significantly improved learners’ originality (+27.75%), understanding of complexity (+25.27%), functional application (+23.16%), and aesthetic perception (+28.92%); (2) it achieved a win-win situation in learning efficiency and quality, forming an “efficiency-quality virtuous cycle”; (3) learning engagement, as a key mediating variable, explained 62.8% of the positive impact of integrated education on learning outcomes; (4) interdisciplinary theme integration (r = 0.72), diverse forms of expression (r = 0.68), and problem-oriented task design (r = 0.64) were key teaching elements affecting the effectiveness of integrated education; (5) integrated education positively impacted learners with different characteristics, but integrative learners (d = 0.59) and intrinsically motivated learners (d = 0.65) benefited more; (6) teacher professional competence (relative importance = 0.86), curriculum integration (relative importance = 0.76), and learner autonomy (relative importance = 0.78) were key conditions for successful integrated education, while time pressure (impact intensity = 0.74) and evaluation system incompatibility (impact intensity = 0.68) were major limiting factors. Based on these findings, the study constructed a theoretical framework for the integration of language and literature education and proposed practical implications including reconstructing the curriculum system, innovating teaching methods, transforming evaluation mechanisms, and strengthening teacher development. These conclusions not only confirm the scientific rationality and practical feasibility of integrating Chinese language education with Chinese language and literature education, but also provide a theoretical basis and practical pathways for constructing innovative education models adapted to complex environments, which has important implications for promoting Chinese language education reform.
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