Protocol-Guided Learning as a Facilitator of the Integration of Project-Based Learning into Chinese Compulsory Education
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Published
Jun 28, 2024
Abstract
Currently, there are growing conversations about how to successfully integrate project-based learning into regular curricular instruction at the compulsory education level in China. Protocol-guided learning, which originated in Chinese basic education, has proven to be one of the most productive teaching methods in recent decades. It shares comparable educational philosophies with project-based learning and has the potential to compensate for the inadequacy of the latter’s application in Chinese compulsory education by providing effective implementation paths for it. The purpose of this article is to reveal the significance of the protocol-guided learning method for the successful implementation of project-based learning in China by pinpointing the issues the project-based learning approach faces, delineating the characteristics of protocol-guided learning, and expounding on its potential roles in supporting the application of project-based learning in Chinese compulsory education schools.
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Keywords
Protocol-Guided Learning, Learning Protocol, Project-Based Learning, Compulsory Education, China
References
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Deng, H. (2023). Experimenting the Teaching Method of “Learning Protocols plus Group Cooperative Study” in Secondary Biology Education (master’s thesis). Nanchang University. DOI: https://doi.org/10.27232/d.cnki.gnchu.2023.004694
Guo, X. (2023). Design and Implementation of Mind Map-based Learning Protocols in Junior Secondary Geography Education (master’s thesis). Qufu Normal University. DOI: https://doi.org/10.27267/d.cnki.gqfsu.2023.000733
He, S. L. & Xu, W. B. (2009). Donglu Middle School’s “instruction protocols”: An experiment of teaching reform and its implications. Journal of the Chinese Society of Education, 2009(10):46-48
Hu, X. (2001). Implications of the UK’s revised National Science Education Curriculum Standards. Global Education, 2001(03):44-49. Available at: https://kns.cnki.net/kcms2/article/abstract?v=m2RMPZxbF1IBNn49sud9uQXA30n0a6eGCejtvMX0WVdXIvmeXxSLDmLzhsq8NWGn80HnbSZjdJRpD6c6wP7lA2lq8wVk785Myy3wsGOkZ0_u1pp_Uaab0-CRIHh3Ff2x&uniplatform=NZKPT&language=CHS
Huo, Z. (2023). Application of Disciplinary Competence-Focused Project-Based Learning in Senior Secondary Ideology and Politics Instruction (master’s thesis). East China Normal University. Available at: https://link.cnki.net/doi/10.27149/d.cnki.ghdsu.2023.004856
Kang, J. (2014). The Use of Learning Protocols in Chemistry Education. Afterschool Education in China, 2014(05):70. Available at: https://kns.cnki.net/kcms2/article/abstract?v=WdAl4K16JyUM6VR-9y8cYyMQkZ_xQMe4LZw5fEyrRqYF-GS96470NnEGaE3C1PXlosOs16dafYVnsWB30SAii758wrJSO1WCv3PFAA7rxUCEjZ_o5ANwHxMIJfsLqMxFAjKSV4hroLE=&uniplatform=NZKPT&language=CHS
Kang, Z. (1986). The relationship between “teacher dominance” and “student centeredness” in the teaching process. Journal of Hefei Normal University, 1986(2):23-26.
Lei, M. (2023). Design and Implementation of a Project- Based Learning Activity for Secondary Geography Teaching Based on Interdisciplinary Integration (master’s thesis). Guizhou Normal University. Available at: https://link.cnki.net/doi/10.27048/d.cnki.ggzsu.2023.000330
Li, P. (2021). The Role of Learning Protocols in Cultivating Self-Directed Learning Ability in English Study among Junior Secondary School Students (master’s thesis). Hunan University of Science and Technology. Available at: https://link.cnki.net/doi/10.27738/d.cnki.ghnkd.2021.000784
Li, S. (2014). Protocol-guided Learning: Its origin, significance, problems, and improvements. Teaching and Management, 2014(21):123-125. Available at: https://kns.cnki.net/kcms2/article/abstract?v=5UWSsHjGZiEE4oFZu30ScBVVPRcITyoZdLbH7cD0NS6pNgObq774fQPNzlnxfE_MFk7YXE16g82H651ONHGmibSE-WgoJELnUG-yfR5spaoOq_KL4kwPNn3c4sT_GAV9&uniplatform=NZKPT&language=CHS
Li, Y. (2023). The Application of the “5+1” Protocol-Guided Learning Model in Junior Secondary English Reading Teaching (master’s thesis). Southwest University. DOI: https://doi.org/10.27684/d.cnki.gxndx.2023.003913
Li, Z. (2005). A Review of Subject-Based Teaching and Critical Reflections (master’s thesis). Northwest Normal University. Available at: https://kns.cnki.net/kcms2/article/abstract?v=yqeyU9EK6jQAj74fsS4xcMvzJ5-LDGhEEUt1a0ecgcwFpnWtXBpUZjNuC9Gm3ENfJ-ueMLFKwLggJJVtxm5tWyR8DvG_1DBt8c7U96QCcN-IYsKCs1fRXK0lQemZxabJp2f6KFtPH44GOQgnL_KNA=uniplatform=NZKPTlanguage=CHS
Lin, T. (2023). The Application of the Protocol-Guided Learning Model in Junior Secondary Physics Instruction under the New Curriculum Program (master’s thesis). Central China Normal University. DOI: https://doi.org/10.27159/d.cnki.ghzsu.2023.001195
Liu, S. (2022). A case study of 271 Education Group’s learning protocols: Reconstruction of course contents based on holistic module learning. Science Insights Education Frontiers, 13(1):1837-1844. DOI: https://doi.org/10.15354/sief.22.or068
Lyu, L. (2019). Designing “learning” for project-based learning activities to achieve in-depth learning: A review in dimensions of intention, involvement, and competence. Jiangsu Education, 2019(22):23-27. Available at: https://kns.cnki.net/kcms2/article/abstract?v=_6cC4UgRj8RbELL-RzMf0bLuMQymn3nKewaYIjbtCVJLXI8exQBOWILEAIj1KaQf3SRVlehY_J0MrRYIkRHo7XXhdWd0qjVoBJyt4npZbnTOJUhCa0HC47Ta1epzSX4IY1DR1JoRTc=&uniplatform=NZKPT&language=CHSrm=NZKPTlanguage=CHS
Ma, Z. (2023). Protocol-guided teaching in secondary chemistry education: An analysis of the learning protocol for the instruction of Omnipresent CaCO3 based on student life experiences. Science Insights Education Frontier, 15(2):2355-2364: DOI: https://doi.org/10.15354/sief.23.or23
Ministry of Education of China. (2011). Compulsory Education Course Standards 2011. Available at: http://www.moe.gov.cn/srcsite/A26/s8001/201112/t20111228_167340.html
Ministry of Education of China. (2022). An interpretation of “the Compulsory Education Curriculum Program and Course Standards 2022” through 11 Q & As. Available at: http://fx.xwapp.moe.gov.cn/article/202204/6260bb4a1916aa00012eb114.html
Shi, X. (2017). The role of learning protocols in fostering students’ self-directed learning ability. Chinese Language World (Junior Secondary Edition), 2017(2):2. Available at: https://wenku.baidu.com/view/ce6723d9640e52ea551810a6f524ccbff121cabe?fr=xueshu&_wkts_=1715652713579
State Council of China. (2019). Opinions on Intensifying Educational and Instructional Reform and Comprehensively Improving the Quality of Compulsory Education. Available at: https://www.gov.cn/zhengce/2019-07/08/content_5407361.htm
State Council of China. (2022). The Compulsory Education Curriculum Program and Course Standards 2022. Available at: https://www.gov.cn/zhengce/zhengceku/2022-04/21/content_5686535.htm
Tang, Q. (2023). Protocol-guided teaching in junior secondary physics education: An analysis of the learning protocol for the velocity instruction based on real-world circumstances. Science Insights Education Frontiers, 16(2):2565-2575. DOI: https://doi.org/10.15354/sief.23.or356
Wang, J. (2022). Let students engage in real learning: an evaluation of protocol-guided learning. Science Insights Education Frontiers, 12(1):1691-1696. DOI: https://doi.org/10.15354/sief.22.re063
Wang, J. (2024). Exploring the teaching strategies based on protocol-guided learning for junior secondary mathematics education. China Journal of Multimedia and Network Teaching, 2024(4):98-100. Available at: https://kns.cnki.net/kcms2/article/abstract?v=WdAl4K16JyWMlcV0Qi29cTgog17yY83d8SwFXvt1lwyk8Pmw9DBJ_Drn-G4-jEuqa7JodWNXS9odPjWBzSYS54fjxBLl1fjcd2JMTeL3pw-DUyIIsXLTCDPKBRHsK1fa&uniplatform=NZKPT&language=CHS
Wang, Q. (2023). Application of Protocol-Guided Learning in Junior Secondary Mathematics Education for the Cultivation of Mathematical Key Competences (master’s thesis). Yan’an University. Available at: https://link.cnki.net/doi/10.27438/d.cnki.gyadu.2023.000956
Wang, S. (2023). The Application of Project-Based Learning in Primary School Students’ Study Tours: Challenges and Coping Strategies (master’s thesis). Southwest University. DOI: https://doi.org/10.27684/d.cnki.gxndx.2023.004262
Wang, X. (2023). The Implementation Project-Based Learning in Junior Secondary Mathematics Teaching (master's thesis). Shandong Normal University. Available at: https://link.cnki.net/doi/10.27280/d.cnki.gsdsu.2023.000221
Wang, X. & Zhu, H. (2023). Protocol-guided teaching: An experiment in Chinese basic education. Science Insights Education Frontiers, 15(2):2365-2373. DOI: https://doi.org/10.15354/sief.23.re103
Wang, X. J. (2023). Application of Protocol-Guided Learning in the Instruction of Art Appreciation and Review Unit in Primary Education (master’s thesis). Southwest University. DOI: https://doi.org/10.27684/d.cnki.gxndx.2023.004014
Xia, J. & Zhou, L. (2020). Practical and Theoretical Explorations of Integrated Teaching and Learning Protocols. Shanghai: Shanghai Education Press.
Yang, H. (2022). Design and Application of Learning Protocols for the Instruction of Essays on Natural Scenery Tours in Junior Secondary Archaic Chinese Education (master’s thesis). Shandong Normal University. DOI: https://doi.org/10.27280/d.cnki.gsdsu.2022.001233
Yan, L. (2023). The Application of Project-Based Learning in the Teaching of Learning Task Cluster of “Contemporary Cultural Involvement” (master’s thesis). Southwest University. DOI: https://doi.org/10.27684/d.cnki.gxndx.2023.003826
Yang, Y. (2020). The Structuring of Secondary Chemistry Knowledge (master’s thesis). Southwest University. DOI: https://doi.org/10.27684/d.cnki.gxndx.2020.001629
Yin, H. (2021). Interdisciplinary project-based learning in basic education: Challenges and breakthroughs. Chinese Teachers, 2021(10):60-63. Available at: https://kns.cnki.net/kcms2/article/abstract?v=_AqZbjAWWJTPL4zesQDHhczkc4gHmE1kVw47ocbTVUNKI8Xb4SA24fcjxOnoMCywjHRFtivH2PTkAHS0d7U15YkSzhLNHjRS1q64r08iI0gqraEWPkxPgG5SBvyh2GGNOWkC7Vu_lHs=&uniplatform=NZKPT&language=CHS
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How to Cite
Lu, C., & Zhou, L. (2024). Protocol-Guided Learning as a Facilitator of the Integration of Project-Based Learning into Chinese Compulsory Education. Science Insights Education Frontiers, 22(2), 3597–3614. https://doi.org/10.15354/sief.24.re372
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