Reconstruction of Traditional Chinese Culture Curriculum and Improvement of Self-efficacy Based on Autonomous Learning and PBL

Abstract

This article focuses on the optimization and innovation of traditional Chinese culture courses, exploring the key roles of autonomous learning and Problem-Based Learning (PBL) in curriculum reconstruction. The study begins with autonomous learning theory, analyzing its effective application in the setting of traditional Chinese culture courses and, in conjunction with PBL methods, constructs an innovative curriculum system. In addressing the impact of this curriculum system on students’ self-efficacy, the research designs an indicator system for self-efficacy and analyzes specific pathways for enhancing efficacy in teaching practice. By summarizing the key findings from the curriculum reconstruction, this article proposes educational strategy recommendations that integrate autonomous learning and PBL, aiming to provide theoretical support and empirical evidence for the reform of traditional Chinese culture courses and the enhancement of students’ core competencies.