A Study on the Application of Story Based Teaching in an Ideological and Political Theory Course in Chinese University

다국어 초록 (Multilingual Abstract)

Abstract

This study aimed to develop a story based teaching suitable for
ideological and political theory courses in Chinese universities and
confirm its teaching application ef ect. Therefore, this study investigates
the relevant theories and models of various story-based teaching
methods and then formulates the theoretical frame of story based
teaching methods for ideological and political theory courses in Chinese
universities. After expert interviews verify the theoretical frame, it
constitutes the es ential teaching frame. On this basis, the teaching
method developed is implemented in a Chinese university to demonstrate the ef ect on the participation of students' learning engagement and
learning at itude and analyze the students' perception of teaching.
The results of this study are as fol ows. First, through literature
review and expert interviews, the story basis course frame of ideological
and political theory courses in Chinese universities is mainly combined
with the nar ative teaching design model of Lauritzen and Jaeger (19 7)
and the story form model of Egan(1986). There are thre parts of
teaching objective set ing, story based teaching implementation, and
teaching mat ers ne ding at ention. The story based teaching
implementation stage is 1) selecting context, 2) inquiries, 3) the goals
filter, 4) explorations, 5) culminations and as es ment. Second, after the
practical implementation of the developed teaching method in Chinese
universities, it has be n confirmed that this teaching method af ects
students' learning engagement and at itude，as wel as their perceptions
of the course. In addition, the experimental group's student perception，
study engagement, and at itude were significantly improved compared
with the control group.
Therefore, the conclusions of this study are as fol ows： First, the
combination of story based teaching methods and ideological and political
theory courses in Chinese universities is appropriate. Second, story
based courses promote university students' learning engagement,
at itude, and perception.
The theoretical frame of “the story based ideological and political
theory course” derived from this study wil inspire other similar systems
in universities, such as general political education courses, to apply story
based teaching methods.

목차 (Table of Contents)

• Contents
• Ⅰ . Introduction ···································································································· 1
• 1. Research Neces ity · 1
• 2. Research Purpose · 5
• 3. Research Questions · 5
• 4. Definition of Terms · 6
• Ⅱ. Theoretical Background ·············································································· 7
• 1. Ideological and Political Theory Education in Chinese Universities · 7
• 1) Characteristics of Ideological and Political Theory Courses in Universities 7
• 2) Reform of Teaching Methods of Ideological and Political Theory Courses
• in Universities · 9
• 3) Problems and Reflections in Ideological and Political Theory Courses in
• Universities · 1
• 4) Research status of Integrating Story based Teaching into Ideological and
• Political Theory Courses · 16
• 2. Story based Teaching · 2
• 1) Related Concepts · 2
• 2) The Functions of SBT · 26
• 3) The Ef ects of SBT · 28
• 4) Theories Related to SBT · 35
• 3. SBT Model · 48
• 1) Story Centered Cur iculum · 49
• 2）Story Formation Model · 54
• 3）Drake's Nar ative Cur iculum · 58
• 4）The Nar ative Cur iculum Model · 62
• 5) Summary · 70
• 4. Theoretical Frame of SBT in Ideological and Political Theory Courses · 72
• 1) The Nar ative Cur iculum Model Course Frame · 73
• 2) Course Stages · 76
• Ⅲ. Research Methods ····················································································· 78
• 1. Experimental Design · 78
• 2. Research Objects · 79
• 3. Research Procedures · 80
• 1) The First Stage: The Development of a SBT in Ideological and Political
• Theory Course · 81
• 2) The Second Stage: The Ap lication of SBT in Ideological and Political
• Theory Course · 86
• 3) The Third Stage: Determining the Final SBT in Ideological and Political
• Theory Course · 90
• 4. Research Tools · 92
• 1) Interview · 92
• 2) Questionnaire · 92
• 5. Data Analysis · 101
• Ⅳ. Research Results ··················································································· 102
• 1. Development Frame of a SBT in Ideological and Political
• Theory Course · 102
• 1) A SBT in Ideological and Political Theory Course · 102
• 2) Expert Interviews on the Drafting of the SBT Course · 107
• 3) Improving the Draft SBT Course · 1 2
• 4) Expert Testing Ef ectivenes · 1 3
• 5) Determining the SBT Course of the Ideological and Political Theory
• Course in University · 1 4
• 2. Quantitative Research Results · 1 8
• 1) Comparison of Learning At itudes · 1 9
• 2) Comparison of Learning Engagement · 121
• 3) Comparison of Student Perception · 124
• 3. Suggestions for Improvement of Developed SBT Course · 126
• 1) Suggestions from Students · 127
• 2) Suggestions from Experts · 129
• 3) Teacher's Reflection · 131
• Ⅴ. Discussion and Conclusion ··································································· 134
• 1. Summary of the Research · 134
• 2. Discus ion and Conclusion · 135
• 3. Research Limitations and Recommendations · 138
• References ········································································································ 139
• Appendix ··········································································································· 156
• 국문초록 ············································································································· 163

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