5.2 The development of a checklist for principled eclecticism in Chinese language teaching
The concept of a checklist was introduced by Professor Osborn of Harvard University in 1953, aimed at enumerating possible cause-and-effect relationships for a given issue, facilitating systematic examination and discussion to prevent oversight. This tool has since been widely applied across various domains. In the context of research, listing evaluation indicators on a checklist aids researchers in standardizing the examination of raw data, thereby enhancing the reliability and validity of research outcomes (Protogerou & Hagger, 2020). This study synthesizes discussions on principled eclecticism, proposing a checklist derived from the teaching context’s aspects of learners, teaching materials and methods, and assessment evaluations. The checklist (Table 2) is intended for future academic research and practical teaching applications.
Table 2