SCHOOL-BASED CURRICULUM DESIGN OF ASEAN CULTURE BASED ON PIAGET'S CONSTRUCTIVIST THEORY
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Abstract
This study explores the application of Piaget's constructivist theory in designing a school-based curriculum for ASEAN Culture, specifically targeting Chinese language majors at Guangxi University of Foreign Languages. The research objectives are threefold: (1) to explore school-based curriculum design methods based on Piaget's constructivist theory combined with Taylor's curriculum model, (2) to develop a practical ASEAN Culture curriculum that enhances students' intercultural cognitive skills, and (3) to construct a diversified course evaluation system. Employing a quantitative research design, the study collected data from 200 Chinese language major students and 10 teachers through interviews and classroom observations during the 2024-2025 academic year. The curriculum was structured around three core modules: "Understanding ASEAN," "ASEAN Cultural Diversity," and "ASEAN-Chinese Cultural Exchanges," incorporating project-based learning, case studies, and cross-cultural experiences. Research findings indicate high student engagement (mean = 4.63) and positive teacher evaluations, with 74.73% of teachers rating the curriculum as "very compliant" with educational objectives. The diversified evaluation system, combining formative (60%) and summative (40%) assessments, effectively measured students' knowledge construction and competency development. This study demonstrates that integrating Piaget's constructivist theory with school-based curriculum design significantly enhances students' intercultural communication abilities and provides a practical framework for cultivating internationalized talents in higher education institutions.
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