Theoretical Foundations and System Architecture of the MSNR Teaching Model for Modern Chinese Reading in Senior High Schools
Abstract
In this conceptual study, the MSNR teaching model is proposed and expounded on as a comprehensive and systematic framework for reading teaching in contemporary senior high school education in China. Based on four classical learning theories of constructivism, social interdependence theory, humanistic learning theory, and reflective practice theory, the MSNR model incorporates modular design of teaching content, social negotiation, meaning construction through collaboration, and reflective evaluation into an effective instruction framework. With a description of the hierarchical structure, components, connections and mechanisms of the four-dimensional system/content architecture, subject architecture, interactive architecture and evaluative architecture of the MSNR model, this article demonstrates its superiority from a perspective of theoretical foundation, structural clarity, and recursive optimization, beyond the fragmented, teacher-centered and test-based features of the current Chinese classroom reading teaching practices. The study makes a contribution to the international discipline-specific reading research in that it illustrates how generic cooperative-learning theories can be adapted to contemporary Chinese literature, exposition and practical texts.
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References
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