Integrating Jiangyou Culture into Chinese Language and Literature Teaching at Teacher Education Institutions: Underlying Mechanisms, Practical Barriers, and Implementation Pathways

Li Chen; Yuanyuan Zhang; Jiarui Wang

doi:10.6918/IJOSSER.202611_9(11).0017

Authors

Li Chen Research and Communication Center for Jiangyou Culture, Nanchang Normal University, Nanchang, 330032, China
Yuanyuan Zhang Research and Communication Center for Jiangyou Culture, Nanchang Normal University, Nanchang, 330032, China
Jiarui Wang Research and Communication Center for Jiangyou Culture, Nanchang Normal University, Nanchang, 330032, China

DOI:

https://doi.org/10.6918/IJOSSER.202611_9(11).0017

Keywords:

Jiangyou Culture; Regional Culture; Chinese Language and Literature Major; Cultural Education; Practical Pathways.

Abstract

The transmission of fine traditional Chinese culture is linked to the fundamental educational task of fostering virtue and cultivating students. As a regional expression of fine traditional Chinese culture, Jiangyou culture raises an important question for regional cultural transmission and teacher education reform: how can its integration into teaching foster preservice teachers’ professional competencies and sense of educational responsibility? The study finds that the alignment of Jiangyou culture’s values with professional educational objectives, the bidirectional integration of Jiangyou cultural resources and professional knowledge, the progressive transformation from cultural cognition and value identification to cultural inheritance and innovation, as well as coordination among courses, projects, practical activities and platforms, collectively constitute the underlying mechanism of integrating Jiangyou culture into Chinese language and literature teaching at teacher education institutions; Inadequate curriculum alignment, discontinuities in research-based learning projects, poor coordination across practical learning settings, and misalignment of platform functions constrain the educational effectiveness of Jiangyou culture. Therefore, curriculum integration, project-based learning, collaboration among universities, cultural institutions, and local communities, and coordination between digital platforms and assessment should be used to transform Jiangyou cultural resources into teaching content for Chinese language and literature programs at teacher education institutions, providing theoretical and practical insights into the integration of regional culture into teacher education.

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