Reverse Instructional Design in Chinese Language Teaching: Endogenous Logic and Practical Pathways

Abstract

Reverse instructional design in Chinese language teaching is a teaching model aimed at the development of students' core literacy. Its endogenous logic and practical pathways are closely connected, together forming an innovative teaching strategy. This paper explores the endogenous logic and practical pathways of reverse instructional design in Chinese language teaching, aiming to promote the comprehensive improvement of students' core literacy in Chinese through a method that starts from learning outcomes and plans the teaching process in reverse. The paper first elaborates on the connotation of reverse instructional design; secondly, it deeply analyzes the three endogenous logics of reverse instructional design; finally, based on the design of teaching activities, it proposes practical pathways. Reverse instructional design in Chinese language teaching, through its endogenous logic and practical pathways, provides a new perspective and method for Chinese language teaching, which helps to closely integrate teaching goals with what students actually acquire, and promotes the innovation and development of Chinese language education.