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