In the digital era, there have been significant changes in international students’ Chinese language learning patterns and methods. The integration of information technology and project-based teaching not only promotes the demand for applications and learning media but also provides new opportunities to enhance student’s critical thinking abilities. However, project-based teaching of information technology and Chinese is prone to the misconception of seeking the most suitable application or learning medium for verification. The SAMR (Substitution, Augmentation, Modification and Redefinition) model is an educational model based on Bloom’s taxonomy of educational objectives for “creative” teaching. This information technology-integrated teaching method provides students with diverse learning experiences. The Chinese language course of the International Baccalaureate (IB) aims to cultivate students’ profound understanding of literature, language, and culture by providing a critical exploration learning experience in the field of language and literature. It encourages students to explore similarities and differences between different cultures, delve into topics or works of interest, and conduct independent language and literature research projects. The project-based learning approach helps students meet their further academic research and personal growth skills needs, cultivating them as language users and lifelong learners who are willing to explore and have critical thinking skills. The application exploration of the SAMR model in project-based teaching proposes relevant suggestions for the integration of information technology and Chinese teaching in the digital era and provides some new focus points for effective strategies and paths of IB Chinese teaching: encouraging teachers to improve students’ skills in collaboration, communication, creativity, and critical thinking (4C) through advanced teaching at four different levels of SAMR model, flexible use of teaching rounds, creation of GRASPS teaching evaluation scenarios, and design of conceptual driving tasks, in order to achieve the improvement of language and literature construction and application abilities, and further promote the collaboration and autonomy of IB Chinese project-based learning process.
Zou C, Gong W, 2023, Exploration and Practice of Mobile Technology Assisted College English Teaching Model Based on SAMR Model. Journal of Wuhan University of Business, 37(5): 82–86.
An Z, 2023, Teaching Design of International Chinese Listening and Speaking Course Based on Project Based Learning Model, thesis, East China Normal University.
Cen J, 2022, Research on the Teaching of Literary Works in the Chinese B Course of the International Baccalaureate Program (IBDP), thesis, East China Normal University.
Zhang Q, 2021, Exploration of Chinese Teaching Models Based on Short Term Exchange Projects: Taking the Swedish Project Chinese Course of Shanghai Foreign Studies University as an Example. Proceedings of the 12th International Symposium on Modernization of Chinese Teaching. Journal of Modernization of Chinese Language Education, Hong Kong, 15.
Zhou W, 2021, Crossing, Integrating, and Creating: Development of an Interdisciplinary Curriculum System Based on the IB Concept. Cultural and Educational Materials, 2021(1): 174–176 + 187.
Zhou Y, 2020, Exploration of Hierarchical Project-Based Teaching for Bilingual Courses in Applied Undergraduate Colleges: Taking the Course of International Marketing (Bilingual) as an Example. Fortune Times, 2020(9): 161–162.
He Y, Liu P, 2020, Empirical Study on Mobile Learning of College English Based on SAMR Model. Journal of Huzhou Vocational and Technical College, 18(3): 45–50.
Zhou X, 2020, Research on the Application of Blue Ink Cloud Class in Teaching Based on SAMR Model. Modern Information Technology, 4(14): 175–178 + 182.
Wu Q, 2020, On the Strategies for Enhancing Teacher’s Teaching Leadership in the IB International Baccalaureate Preparatory Program. Teaching Management and Education Research, 2020(13): 110–111.
Zhou Y, 2014, Research on the Application of Project Based Learning (PBL) in Teaching Chinese as a Foreign Language in Classroom, thesis, Nanjing Normal University.
Liu S, 2018, Research Hotspots and Progress of SAMR Model. Journal of Jilin University of Engineering and Technology, 34(11): 91–93 + 96.
Tao J, 2012, Exploration of the Chinese Curriculum Outline and Corresponding Textbook Writing Strategies for the IB Diploma Program. Chinese Language Teaching and Research, 2012(2): 1–8.
Jin Y, 2016, Research on the Teaching of Chinese Language Curriculum in International Schools Under the International Baccalaureate Primary School Program (PYP), thesis, Nanjing University.
Zhang T, 2014, New Trends in International Baccalaureate (IB) Chinese Language Programs. Research on International Chinese Language Teaching, 2014(4): 7.
Liu G, 2014, Local Chinese Language Curriculum Project in China: Concept, Curriculum Design and Implementation. International Chinese Language Teaching Research, 2014(4): 10–11.