SCHOOL-BASED CURRICULUM DESIGN OF "SOUTHEAST ASIAN LITERATURE" BASED ON STENHOUSE'S PROCESS MODEL CURRICULUM THEORY
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Abstract
This study explores the design of a school-based curriculum for the History of Southeast Asian Literature course, grounded in Stenhouse's Process Model of Curriculum Theory. The research addresses three primary objectives: (1) to develop a curriculum framework that integrates the goal orientation of Tyler's model with the openness of Stenhouse's process model, establishing a two-tier structure comprising core literacy goals and a dynamic adjustment mechanism; (2) to construct and implement a three-stage teaching model—"thematic inquiry, cultural comparison, and critical reflection"—aimed at fostering students' intercultural competence in analyzing the cultural hybridity of Southeast Asian literature; and (3) to design a diversified course evaluation system by integrating formative and summative assessment dimensions.
The research employs qualitative and quantitative methods, including questionnaire surveys, in-depth interviews, and classroom observations. The study was conducted at the School of Literature, Guangxi University of Foreign Languages, targeting 200 undergraduate students majoring in Chinese Language and Literature (Class of 2022) and 10 faculty members teaching the course during the 2024-2025 academic year. Data collection focused on student learning needs, teaching practices, and curriculum evaluation effectiveness.
Findings indicate that the integrated curriculum framework successfully balances pre-set learning objectives with generative, student-centered learning processes. The three-stage teaching model effectively enhanced students' cross-cultural sensitivity and critical thinking skills, particularly when analyzing literary works such as the Ramayana adaptations and Malaysian Chinese literature. Classroom observations confirmed progressive improvement in students' ability to engage with complex cultural identity issues. The diversified evaluation system, combining process-oriented assessments (attendance, group presentations, information retrieval) with summative examinations, provided comprehensive measurement of student learning outcomes. Teacher interviews validated the curriculum's effectiveness in promoting intercultural understanding and professional development. The study demonstrates that Stenhouse's Process Model offers a robust theoretical framework for developing literature courses emphasizing inquiry-based learning and cultural dialogue in multicultural educational contexts.
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