doi: 10.18178/ijimt.2025.16.3.977
Action Research on Enhancing the Classical Chinese Poetry Teaching Skills of Elementary Education Program Students
Department of Education and Human Potentials Development, National Dong Hwa University, Hualien, Taiwan
Email: joy151@hotmail.com (Y.-H.L.)
*Corresponding author
Manuscript received March 10, 2025; accepted July 1, 2025; published September 17, 2025
Abstract—This study evaluated student learning outcomes in elementary education programs through teaching practice for the Appreciation of Classical Chinese Poetry course. The action research methodology was adopted to produce the desired teaching practice outcomes among students in elementary education programs. This research involved eight natural classes with 269 undergraduates over three academic years. The study was guided by outcome-based education theory and a student-centered and outcome-oriented philosophy while pursuing continuous improvement. The findings were cross-validated through the “Course Learning Self-awareness Survey” questionnaire designed by the researcher. We used quantitative and qualitative analyses regarding course objective attainment. In the spirit of teachers as researchers for educational action research, this study focused on student learning, with teachers reflecting on the course and teaching quality and students reflecting on their study. As such, measures for continuous improvement were proposed and integrated into the plan for the next round of teaching. The findings provide insights for educational authorities responsible for education program accreditation and for practitioners in the field.
Keywords—appreciation of classical Chinese poetry, poetic aesthetics, teaching practice, teaching skills, education program accreditation
Cite: Yu-Hui Lin, "Action Research on Enhancing the Classical Chinese Poetry Teaching Skills of Elementary Education Program Students," International Journal of Innovation, Management and Technology vol. 16, no. 3, pp. 52-57, 2025.
Copyright © 2025 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).