6.1 Conclusions
This study, informed by the problem statement and literature review, underscores the importance of developing a checklist for principled eclecticism in Chinese language teaching, both for advancing academic research and enhancing practical teaching applications. Drawing from the essence of principled eclecticism, relevant scholarly evaluations, and implications of associated research, this study has formulated a checklist that encapsulates a comprehensive perspective, customizable teaching strategies, objectivity in teaching assessments, and is underpinned by related research.
The checklist covers various aspects including learner backgrounds, needs, learning challenges, teaching goals, materials and methodologies, assessments, and the teaching environment. It enables Chinese language teachers to comprehensively understand student circumstances, allowing for timely and flexible adjustments to teaching methods. By following the indicators listed in the checklist, teachers can more accurately identify individual differences among students, such as cultural backgrounds and learning styles. This facilitates the tailoring of teaching plans to meet diverse student needs, characterizing customizable teaching. The indicators provide a set of assessment criteria, guiding instruction and enhancing the effectiveness of principled eclectic Chinese language teaching, characteristic of objectivized teaching assessments. Although this study has not conducted quantitative research or inferential statistical analysis, the checklist is preliminarily based on principled eclecticism and findings from other foreign language teaching research. It aligns with the learner-centered pedagogical approach in Chinese language teaching, considering individual learner backgrounds, diversity, and the dynamic changes in teaching contexts which influence Chinese language education. This not only aids teachers in effectively addressing these influencing factors but also features the support of related research.