A Review of Research on the Application of Case Teaching Method in International Chinese Language Education

Lan Zang; Daming Chen

doi:10.30560/ier.v8n2p108

Lan Zang School of Chinese language and literature, Hubei University, China
Daming Chen School of Chinese language and literature, Hubei University, China

DOI: https://doi.org/10.30560/ier.v8n2p108

Keywords: case teaching method, teaching Chinese as a foreign language, Business Chinese, Case Library, adult learners, Chinese proficiency

Abstract

In recent years, with the rapid development of International Chinese Language Education, research on its related teaching methods has become increasingly abundant. Scholars in International Chinese Language Education have found that the case teaching method, widely used in disciplines such as business and law due to its open and practical characteristics, aligns well with the features and talent development needs of International Chinese Language Education. In order to maximize the role of the case teaching method in International Chinese Language Education, research on its application in this field has gained significant attention. This paper reviews the relevant research on the application of the case teaching method in International Chinese Language Education from 2000 to 2024. Based on a review of the relevant research literature, the paper summarizes the following major research areas: the applicability of the case teaching method in International Chinese Language Education, its application in business Chinese teaching, and the construction of Case Library. The paper identifies four main shortcomings in this field: 1) teaching methods are still dominated by lecture-based instruction, which tends to be rigid; 2) Case Library construction faces challenges, such as a lack of sources and high resource acquisition costs; 3) there is a lack of case sharing; and 4) the coverage of case teaching is narrow. Based on these issues, the paper suggests the following: first, conducting training for International Chinese Language teachers to familiarize them with the case teaching process and encourage its use in classroom teaching; second, expanding case collection channels by gathering teaching cases from International Chinese Language teachers worldwide to enrich Case Library and address the limited sources problem; third, promoting the opening of resources from universities with International Chinese Language Education Case Library, sharing construction experiences, and promoting co-construction and sharing of these databases; and fourth, reflecting on the application of the case teaching method, summarizing its suitable target audience and course types, expanding its application range, and improving teaching effectiveness.

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