Constructive Alignment and Literature Pedagogy: A Study of Application-oriented Teaching Model of Literature Course in Chinese College

Abstract

Teaching literature to Chinese college students presents an arduous challenge to instructors. The previous analysis clearly demonstrated a proclivity for teacher-centered lecture, preoccupation with text analysis, and a tendency to memorization of the literary knowledge. This study reconceptualizes the teaching of literature course from the perspective of application-oriented education built on constructive alignment. The goals are to clarify the literature teaching objectives and create application-oriented language learning by supporting students' full engagement with literature. The article specifically elaborates the literature pedagogy in terms of teaching objectives, course design, instructional methods, learning tasks and situational assessment under constructive alignment.