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.