Section 1 Introduction

本研究旨在探讨四川省高校小学教育专业中国古代文学教师教学策略。为实现这一目标，本研究参考Mark博士论文《Students’ Attitudes Toward STEM: Development of an Instrument for High School STEM-Based Programs》（Mahoney, M. P. Students’ Attitudes Toward STEM: Development of an Instrument for High School STEM-Based Programs. The Journal of technology studies 2010, 36 (1), 24–34. https://doi.org/10.21061/jots.v36i1.a.4.）中的量表编制“课程态度”量表，对高校小学教育专业语文方向实验班和对照班进行前后测，以探究教学策略的效果。
This study aims to explore teaching strategies for Chinese ancient literature teachers in elementary education programs at universities in Sichuan Province. To achieve this goal, this study references Dr. Mark Mahoney's dissertation, "Students’ Attitudes Toward STEM: Development of an Instrument for High School STEM-Based Programs" (Mahoney, M. P. Students’ Attitudes Toward STEM: Development of an Instrument for High School STEM-Based Programs. The Journal of technology studies 2010, 36 (1), 24–34. https://doi.org/10.21061/jots.v36i1.a.4.), to develop a "course attitude" questionnaire. This questionnaire will be used for pre- and post-testing of an experimental class and a control class in the Chinese language direction of elementary education programs at universities, in order to investigate the effectiveness of the teaching strategies.

具体研究是先通过相关文献的梳理以及教师访谈，从中发现高校小学教育专业中国古代文学课程长期以传统的讲授式为主，教学效果欠佳。为探索出更好的教学策略，对实验班和对照班采取不同的教学策略，实验班采取创新的教学策略，对照班保留传统的讲授式，并以编制好的“课程态度”量表对两个班进行前后测，以揭示两种不同的教学策略的效果。本章第二节阐述了本研究所采取的研究方法，第三节阐述了本研究的研究设计，包括研究对象的选取、研究工具的制定、数据的收集、处理与分析，还包括研究的效度和研究伦理等，第四节是本章的总结。而关于本章的数据将在第四章进行深入分析。
Specifically, the study first reviewed relevant literature and conducted teacher interviews, revealing that Chinese ancient literature courses in elementary education programs at universities have long predominantly used traditional lecture-based methods, resulting in suboptimal teaching effectiveness. To explore better teaching strategies, different approaches were adopted for the experimental and control classes: the experimental class employed innovative teaching strategies, while the control class retained traditional lecture-based methods. Both classes were pre- and post-tested using the developed "course attitude" questionnaire to reveal the effects of the two different teaching strategies. The second section of this chapter elaborates on the research methods adopted in this study, and the third section describes the research design, including the selection of research subjects, the development of research tools, data collection, processing, and analysis, as well as research validity and ethical considerations. The fourth section summarizes this chapter. The data from this chapter will be deeply analyzed in Chapter 4.

Section 2 Research Methods

基于本研究问题的实际需要，本研究采用Qualitative research methods与Quantitative research methods相结合的研究方法。Qualitative research methods与Quantitative research methods各有优缺点。Qualitative research methods更有利于本研究深入开展和揭示问题原因，它能 produces the thick (detailed) description of participants’ feelings, opinions, and experiences; and interprets the meanings of their actions,但是，它smaller sample size and time consuming .Quantitative research methods 更有利于本研究的科学和可靠。它能involve a larger sample ,and do not require relatively a longer time for data collection.但是它也存在not in-depth ,overlook test-takers’ and testers’experiences as well as what they mean by something 等问题。（Rahman, MS. (2016) 'The Advantages and Disadvantages of Using Qualitative and Quantitative Approaches and Methods in Language “Testing and Assessment” Research: A Literature Review', Journal of Education and Learning, 6(1),pp. 102-112.Advance online publication. https://doi.org/10.5539/jel.v6n1p102）Qualitative research methods与Quantitative research methods两者结合，能扬长避短，更充分地保障研究的真实性。
Based on the practical needs of this research question, this study adopts a research methodology that combines Qualitative research methods and Quantitative research methods. Both Qualitative research methods and Quantitative research methods have their own advantages and disadvantages. Qualitative research methods are more conducive to the in-depth development of this research and the revelation of problem causes. They can produce a thick (detailed) description of participants’ feelings, opinions, and experiences, and interpret the meanings of their actions. However, they involve a smaller sample size and are time-consuming. Quantitative research methods are more conducive to the scientific and reliable nature of this research. They can involve a larger sample and do not require a relatively longer time for data collection. However, they also have issues such as not being in-depth, overlooking test-takers' and testers' experiences, as well as what they mean by something (Rahman, MS. (2016) 'The Advantages and Disadvantages of Using Qualitative and Quantitative Approaches and Methods in Language “Testing and Assessment” Research: A Literature Review', Journal of Education and Learning, 6(1), pp. 102-112. Advance online publication. https://doi.org/10.5539/jel.v6n1p102). The combination of Qualitative research methods and Quantitative research methods can leverage their strengths and mitigate their weaknesses, more fully ensuring the authenticity of the research.

I. Literature Research Method

根据本研究的需要，借助查阅国家图书馆、上海图书馆、北京大学图书馆和中国知网、万方、Scopus 、Google Scholar数据库等资料来源，广泛收集相关文献。并检索了WebofScience Ebsco和 Medline等英文数据库和免费下载英文图书全文的http://gen.librus.ec网站，查阅中国古代文学教师教学策略相关的论文。同时还查阅了与研究内容相关的出版物和教材，阅读了有关教育学、有效教学论、教学法、教育心理学等书籍十余部和文献数百篇，梳理出中国古代文学教学相关理论。基于中国古代文学的教学相关理论，作为编制该研究量表的重要理论依据。通过对上述文献的梳理分析，保证本研究的客观和科学，保证本研究的前沿性和权威性。
According to the needs of this study, relevant literature was extensively collected by consulting sources such as the National Library of China, Shanghai Library, Peking University Library, and databases like CNKI, Wanfang, Scopus, and Google Scholar. English databases such as Web of Science, EBSCO, and Medline were also searched, along with http://gen.librus.ec for free full-text English books, to review papers related to teaching strategies for ancient Chinese literature teachers. At the same time, publications and textbooks related to the research content were consulted, and over ten books and hundreds of articles on pedagogy, effective teaching theory, teaching methods, and educational psychology were read, to sort out theories related to ancient Chinese literature teaching. These theories served as important theoretical bases for developing the research questionnaire. Through the analysis and synthesis of the aforementioned literature, the objectivity, scientific rigor, cutting-edge nature, and authority of this research are ensured.

II.Interview Method
II. Interview Method

根据本研究的实际需要，拟定高校小学教育专业中国古代文学教师教学访谈提纲。在正式访谈之前，将访谈提纲送给L教授，请求修订意见。之所以征求L教授的修订意见，是因为L教授从事小学教育专业中国古代文学教学二十多年，对小学教育专业中国古代文学课程的教学有深入的了解。（L教授的相关情况见Table 1）L教授肯定了访谈提纲，认为访谈提纲从教学目标、教学内容、教学方法、教学评价、教材、教学存在的困难、如何解决等维度进行访谈，很全面，能保障访谈数据的有效获取。不过，L教授认为问题1和问题2两道题重复，问题1即您怎么看高校小学教育专业中国古代文学课程人才培养目标，问题2即您认为小学教育专业的中国古代文学课程的主要目标是什么。另外，L教授还认为21题和22题也分别与前面的12题和13题存在相似性。21题即对小学教育专业的学生，他们学习中国古代文学，您认为他们的评价主要采用哪些方式？22题即对小学教育专业的同学，对他们学习中国古代文学这门课，您最看重他们哪方面的评价？12题即您对学生的评价主要采取哪些方式？13题即您最看重对学生哪些方面的评价？根据L教授提出的建议，研究者进行再次修订，最终由原来的26道题，修订为21道题。
Based on the practical needs of this study, an interview outline for university elementary education majors' Chinese ancient literature teachers was drafted. Before the formal interviews, the outline was sent to Professor L for revision suggestions. The reason for seeking Professor L's revision suggestions was that Professor L has been teaching Chinese ancient literature to elementary education majors for over twenty years and has a deep understanding of the teaching of this course for elementary education majors. (For Professor L's relevant information, see Table 1) Professor L affirmed the interview outline, believing that it was very comprehensive in covering dimensions such as teaching objectives, teaching content, teaching methods, teaching evaluation, textbooks, teaching difficulties, and solutions, which could ensure the effective acquisition of interview data. However, Professor L thought that questions 1 and 2 were repetitive. Question 1 was "How do you view the talent cultivation objectives of the Chinese ancient literature course for university elementary education majors?" and question 2 was "What do you think are the main objectives of the Chinese ancient literature course for elementary education majors?" In addition, Professor L also believed that questions 21 and 22 were similar to the previous questions 12 and 13, respectively. Question 21 was "For elementary education majors, when they study Chinese ancient literature, what methods do you think are mainly used for their evaluation?" and question 22 was "For elementary education majors, regarding their study of Chinese ancient literature, what aspects of their evaluation do you value most?" Question 12 was "What methods do you mainly use to evaluate students?" and question 13 was "What aspects of student evaluation do you value most?" Based on Professor L's suggestions, the researchers revised the outline again, finally reducing it from the original 26 questions to 21 questions.

以下是修订后的21道题：
The following are the revised 21 questions:

访谈提纲在2024年10月底最终确定，2024年11月初开始访谈。访谈对象为高校小学教育专业中国古代文学课程一线教师。从2024年11月初到2024年12月初，历时一个月，共访谈了6位教师。之所以到第6位访谈对象访谈结束，是因为6位访谈对象对相关问题的回答趋于一致。根据饱和效应（Saturation Effect），当研究者在收集数据（如访谈）的过程中，新获取的信息不再增加新的观点、主题或内容，受访者的回答开始重复、趋于一致，此时可以认为数据已经“饱和”，继续收集不会显著提升研究的深度或丰富度，因此可以停止数据收集（如结束访谈）。饱和效应（Saturation Effect）是Qualitative research methods中判断数据充分性的重要标准，广泛应用于人类学、社会学、心理学等领域的访谈研究中。
The interview outline was finalized at the end of October 2024, and interviews began in early November 2024. The interviewees were frontline teachers of the Chinese ancient literature course for university elementary education majors. From early November 2024 to early December 2024, a total of 6 teachers were interviewed over a period of one month. The reason for stopping the interviews after the 6th interviewee was that the answers of the 6 interviewees to the relevant questions tended to be consistent. According to the Saturation Effect, when researchers are collecting data (such as interviews), new information no longer adds new perspectives, themes, or content, and interviewees' responses begin to repeat and become consistent. At this point, the data can be considered "saturated," and further collection will not significantly enhance the depth or richness of the study, thus data collection (e.g., interviews) can be stopped. The Saturation Effect is an important criterion for judging data sufficiency in Qualitative research methods and is widely used in interview studies in fields such as anthropology, sociology, and psychology.

这6位访谈对象分别是Teacher L、Teacher P、Teacher C、Teacher LQ（LQ主要为区别L教师）、Teacher M和Teacher Z，其中Teacher L和Teacher P为教授，Teacher C为副教授，Teacher LQ为讲师，Teacher M和Teacher Z为助教。6位访谈对象的具体情况见Table 3-1。
The 6 interviewees were Teacher L, Teacher P, Teacher C, Teacher LQ (LQ mainly to distinguish from Teacher L), Teacher M, and Teacher Z. Among them, Teacher L and Teacher P were professors, Teacher C was an associate professor, Teacher LQ was a lecturer, and Teacher M and Teacher Z were assistant lecturers. The specific information of the 6 interviewees can be found in Table 3-1.

Yinger(1986)指出从深入访谈中归纳是教师实践性知识研究的基本思路。（YingerRJ.Examing thought in action: A theoretical and methodological critique of research on interactive teaching, Teaching & Teaching Education, 1986,2(3): 263-282.https://doi.org/10.1016/S0742-051X(86)80007-5）为保障访谈数据更加有效，访谈采取半开放的结构，并且每位访谈对象的访谈时间都保持在45分钟到60分钟。Table 2是访谈时间及访谈时长。
Yinger (1986) pointed out that induction from in-depth interviews is the basic idea for research on teachers' practical knowledge. (YingerRJ. Examining thought in action: A theoretical and methodological critique of research on interactive teaching, Teaching & Teaching Education, 1986,2(3): 263-282. https://doi.org/10.1016/S0742-051X(86)80007-5) To ensure more effective interview data, the interviews adopted a semi-open structure, and the interview time for each interviewee was maintained at 45 to 60 minutes. Table 2 shows the interview times and durations.

III. Questionnaire Survey Method

本研究的调查问卷包括两部分，第一部分是关于调查对象的基本信息，即性别和年级。第二部分是基于Mark博士论文《Students’Attitudes Toward STEM: Development of an Instrument for High School STEM-Based Programs》（Mahoney, M. P. Students’ Attitudes Toward STEM: Development of an Instrument for High School STEM-Based Programs. The Journal of technology studies 2010, 36 (1), 24–34. https://doi.org/10.21061/jots.v36i1.a.4.）中提出的 STEM 的态度调查量表编制了本研究的量表。为体现中国本土化，量表还借鉴了万超的博士论文《The Study of the Maker Curriculum Development and practice in Primary School》中关于学习成就设计问题，（万超.小学创客课程开发与实践研究[D].东北师范大学2019:62-182），编制了《The Survey Questionnaire on Course Attitude》。《The Survey Questionnaire on Course Attitude》共有5个dimensions，即Awareness、Perceived Ability、Value、Commitment and Achievement。初始问卷每个维度设有6道题左右，一共30道题。调查表量表采用李克特五度量表(Likert Scale)，答案从Strongly Agree、Agree、Neutral、Disagree and Strongly Disagree分为五个等级，依次对应于5到1五个分值。初始问卷生成后，对该量表进行英语翻译，翻译完毕，邀请教授英语的Teacher PJ对翻译进行审核和校对，保证英语翻译内容的准确性，将中文转换成英语而产生的偏误降至最低。（初始问卷英文版和中文版分别见附录7和附录8）
The questionnaire for this study consists of two parts. The first part is about the basic information of the respondents, namely gender and grade. The second part is based on the STEM attitude survey scale proposed in Dr. Mark's dissertation "Students’ Attitudes Toward STEM: Development of an Instrument for High School STEM-Based Programs" (Mahoney, M. P. Students’ Attitudes Toward STEM: Development of an Instrument for High School STEM-Based Programs. The Journal of technology studies 2010, 36 (1), 24–34. https://doi.org/10.21061/jots.v36i1.a.4.). To reflect localization in China, the scale also drew on the design of learning achievement questions from Wan Chao's doctoral dissertation "The Study of the Maker Curriculum Development and practice in Primary School" (Wan Chao. Research on the Development and Practice of Maker Curriculum in Primary Schools [D]. Northeast Normal University 2019: 62-182), and compiled "The Survey Questionnaire on Course Attitude". "The Survey Questionnaire on Course Attitude" has 5 dimensions: Awareness, Perceived Ability, Value, Commitment, and Achievement. The initial questionnaire had about 6 questions per dimension, totaling 30 questions. The survey scale uses a Likert five-point scale, with answers ranging from Strongly Agree, Agree, Neutral, Disagree, and Strongly Disagree, divided into five levels, corresponding to scores from 5 to 1 respectively. After the initial questionnaire was generated, it was translated into English. After the translation was completed, Teacher PJ, who teaches English, was invited to review and proofread the translation to ensure the accuracy of the English content and minimize errors caused by converting Chinese to English. (The English and Chinese versions of the initial questionnaire are shown in Appendix 7 and Appendix 8, respectively.)

随后对初始问卷进行信效度检测。检测结果显示，Cronbach'sAlpha为0.932，KMO值为0.636。KMO值为0.636，处于“一般”水平。这表明变量间存在一定程度的共同方差，但相关性并不特别强。为此，对校正项总计相关性(CITC)值较低的题项，如意识1(0.152)、意识4(0.020)、感知能力5(-0.039)、价值2(-0.102)、承诺3(0.136)和承诺6(0.143)等6道题进行删除，并且为便于后期因子分析，将剩余的3道反向题改为正向题，将李克特五度量表(Likert Scale)，答案改为从Strongly Disagree、Disagree、Neutral、Agree and Strongly Agree分为五个等级，依次对应于1到5五个分值。修订的问卷英文版和中文版分别见附录5和附录6。
Subsequently, the reliability and validity of the initial questionnaire were tested. The test results showed that Cronbach's Alpha was 0.932 and the KMO value was 0.636. The KMO value of 0.636 is at an "average" level. This indicates that there is a certain degree of common variance among variables, but the correlation is not particularly strong. For this reason, 6 questions with low Corrected Item-Total Correlation (CITC) values, such as Awareness 1 (0.152), Awareness 4 (0.020), Perceived Ability 5 (-0.039), Value 2 (-0.102), Commitment 3 (0.136), and Commitment 6 (0.143), were deleted. In addition, for the convenience of subsequent factor analysis, the remaining 3 reverse questions were changed to positive questions, and the Likert five-point scale answers were changed to five levels from Strongly Disagree, Disagree, Neutral, Agree, and Strongly Agree, corresponding to scores from 1 to 5 respectively. The revised English and Chinese versions of the questionnaire are shown in Appendix 5 and Appendix 6, respectively.

随后对修订的问卷进行信效度检测。检测结果显示，Cronbach'sAlpha为0.988，KMO值为0.902。信效度系数处在一个极高的数值，量表具有极高的可靠性和稳定性。以此确定为本研究的正式量表。
The revised questionnaire was then tested for reliability and validity. The results showed a Cronbach's Alpha of 0.988 and a KMO value of 0.902. The reliability and validity coefficients were extremely high, indicating that the scale possesses very high reliability and stability. This confirmed it as the official scale for this study.

正式量表确定后，于2025年9月在问卷星上针对调查对象进行前测，教学实验结束，即于2025年12月在问卷星上再次针对调查对象进行后测。因为是在研究者组织下填写，研究者要求调查对象根据自己真实的中国古代文学课程学习情况对每一项进行客观填写。数据收集以后，如实将数据投放于SPSS26进行分析。
After the official scale was determined, a pre-test was conducted on the survey subjects in September 2025 via Wenjuanxing. Upon the conclusion of the teaching experiment, a post-test was again conducted on the survey subjects in December 2025 via Wenjuanxing. As the questionnaires were completed under the researcher's organization, the researcher requested that the survey subjects objectively fill out each item based on their true learning situation in the Chinese ancient literature course. After data collection, the data was truthfully entered into SPSS26 for analysis.

IV.Video Analysis Method
IV. Video Analysis Method

视频分析法，通过对小学教育专业学生中国古代文学教学视频进行分析，将课堂行为进行“切片”，“切片”分别以时间、事件为单位，将“切片”赋予数字化的结构和信息，然后运用统计、归类、比较、综合等手段，分析教师教学策略对学生学习中国古代文学课程的影响。
Video analysis method involves analyzing teaching videos of Chinese ancient literature for elementary education majors, "slicing" classroom behaviors. These "slices" are unitized by time and event, and then assigned digitized structures and information. Subsequently, statistical, categorization, comparison, and synthesis methods are employed to analyze the impact of teachers' teaching strategies on students' learning of Chinese ancient literature.

V.Experimental Comparison Method
V. Experimental Comparison Method

本研究将采用符合小学教育专业的教学策略教学的实验班与采用现行的传统的讲授法教学的对照班进行实验对比，揭示不同的教学策略对学生中国古代文学课程的课程态度的影响，进而探究高校小学教育专业语文方向中国古代文学课程的有效的教学策略。
This study will conduct an experimental comparison between an experimental class, taught using teaching strategies aligned with primary education majors, and a control class, taught using the current traditional lecture method. This aims to reveal the impact of different teaching strategies on students' course attitudes towards Chinese ancient literature, and further explore effective teaching strategies for the Chinese ancient literature course in the Chinese language direction of primary education majors in universities.

VI. Data Analysis Method

使用数据分析软件SPSS26，分析在不同的教学策略下的实验班与对照班课程态度的平均值、最大值、最小值、标准差、方差、独立样本T检验、单因素方差分析和因子分析等相关数据，揭示不同的教学策略对学生学习中国古代文学课程的课程态度的影响。
Using the data analysis software SPSS26, relevant data such as the mean, maximum, minimum, standard deviation, variance, independent samples T-test, one-way ANOVA, and factor analysis of course attitudes in the experimental and control classes under different teaching strategies will be analyzed. This will reveal the impact of different teaching strategies on students' course attitudes towards learning Chinese ancient literature.

VII.德尔菲法
VII. Delphi Method

德尔菲法又叫专家咨询法。本研究采用德尔菲法对教师访谈提纲进行验证和优化。咨询小学教育专业中国古代文学专家本研究教师访谈提纲的合理性。拟定的教师访谈提纲每一道题赋值后，发送给专家进行评分，对几轮的评分进行计算。最终确定教师访谈提纲。具体操作如下：
The Delphi method is also known as the expert consultation method. This study uses the Delphi method to validate and optimize the teacher interview outline. The rationality of the teacher interview outline in this study was consulted with experts in Chinese ancient literature within the primary education major. After assigning values to each question in the proposed teacher interview outline, it was sent to experts for scoring, and the scores from several rounds were calculated. The teacher interview outline was finally determined. The specific operations are as follows:

第一轮：专家打分。将拟定的教师访谈提纲每一道题赋分后，邮件发送给8位小学教育专业中国古代文学的专家进行不记名打分。回收后，将数据导入SPSS26进行分析。根据8位专家意见进行整理。
First Round: Expert Scoring. After assigning scores to each question in the proposed teacher interview outline, it was emailed to 8 anonymous experts in Chinese ancient literature within the primary education major for scoring. After collection, the data was imported into SPSS26 for analysis. The data was organized based on the opinions of the 8 experts.

第二轮：将修订后的教师访谈提纲再次邮件发送给8位专家不记名评分。回收后，再次将数据导入SPSS26进行分析。再次根据8位专家意见进行整理。
Second Round: The revised teacher interview outline was again emailed to the 8 experts for anonymous scoring. After collection, the data was again imported into SPSS26 for analysis. The data was again organized based on the opinions of the 8 experts.

第三轮：再次将修订后的教师访谈提纲邮件发送给8位专家不记名评分。回收后，再次将数据导入SPSS26进行分析。这次分析结果显示，8位专家的意见趋于一致。最终确定教师访谈提纲。
The third round: The revised teacher interview outline was emailed again to 8 experts for anonymous scoring. After collection, the data was imported into SPSS 26 for analysis again. The results of this analysis showed that the opinions of the 8 experts were consistent. The teacher interview outline was finally determined.

Section 3 Research Design

研究流程/I. Research Process
Research Process / I. Research Process

研究开始，研究者对JL小学教育专业学习中国古代文学课程的班级进行前测，前测目的是要确定两个课程态度一致的班级进行实验。经检测，Teacher H的两个班级课程态度最接近，于是分别确定为实验班和对照班。接下来进行教学实验，实验班采取改革后的教学方法，对照班采取传统的讲授式。教学实验结束后，两个班级进行后测，同时再进行三组对比：实验班前后测对比、对照班前后测对比、实验班与对照班后测对比。实验班前后测对比的目的是检测改革后的教学方法对学生课程态度的影响。对照班前后测的对比目的是排除时间因素对实验班课程态度的影响。实验班与对照班后测对比，目的是检测两种不同的教学策略对学生课程态度的影响的差异。Figure 3-1是研究者在Process On上绘制的本研究的流程图。
At the beginning of the study, the researcher conducted a pre-test on the classes studying Chinese ancient literature in the education major at JL Primary School. The purpose of the pre-test was to identify two classes with consistent course attitudes for the experiment. After testing, Teacher H's two classes had the most similar course attitudes, so they were designated as the experimental class and the control class, respectively. Next, a teaching experiment was conducted, with the experimental class adopting the reformed teaching method and the control class adopting the traditional lecture method. After the teaching experiment, both classes underwent a post-test, and three sets of comparisons were also made: a pre-test vs. post-test comparison for the experimental class, a pre-test vs. post-test comparison for the control class, and a post-test comparison between the experimental class and the control class. The purpose of the pre-test vs. post-test comparison for the experimental class was to examine the impact of the reformed teaching method on students' course attitudes. The purpose of the pre-test vs. post-test comparison for the control class was to exclude the influence of time factors on the experimental class's course attitudes. The purpose of the post-test comparison between the experimental class and the control class was to examine the differences in the impact of the two different teaching strategies on students' course attitudes. Figure 3-1 is a flowchart of this study drawn by the researcher on Process On.

二、研究方案/II. Research Plan
II. Research Plan

本研究旨在通过不同的教学策略对小学教育专业学生学习中国古代文学课程的课程态度的影响，进而探究小学教育专业中国古代文学课程的教师教学策略。鉴于此，本研究采用实证研究方法，即以微型实验作为实证手段。具体操作，即首先以Mark博士论文《Students’Attitudes Toward STEM: Development of an Instrument for High School STEM-Based Programs》（Mahoney, M. P. Students’ Attitudes Toward STEM: Development of an Instrument for High School STEM-Based Programs. The Journal of technology studies 2010, 36 (1), 24–34. https://doi.org/10.21061/jots.v36i1.a.4.）中提出的 STEM 的态度调查量表设计了本研究的《The Survey Questionnaire on Course Attitude》。《The Survey Questionnaire on Course Attitude》经过信效度检测修订合格后。对小学教育专业中国古代文学课程的两个班级——实验班和对照班进行实验以及问卷调查。实验班采取改革的教学模式进行授课，对照班按照现行的传统的讲授式教学模式进行教学。实验开始前，对实验班与对照班进行了前测。实验结束后，对实验班与对照班进行后测。本研究共进行了两次测试，四组对比。四组对比，即：第一组，实验班与对照班前测对比；第二组，实验班前后测对比；第三组，对照班前后测对比；第四组，实验班与对照班后测对比。第一组，实验班与对照班前测对比的目的是检测两个班实验实施前的课程态度是否存在差异。第二组实验班前后测对比是检测改革后的教学策略的实施对学生的课程态度是否有影响。第三组对照班前后测对比目的是排除无关因素，也就是时间因素。第四组实验班与对照班后测对比，目的是比较两种不同的教学模式对学生课程态度的影响。
This study aims to investigate the impact of different teaching strategies on the course attitudes of elementary education majors studying Chinese ancient literature, and subsequently explore teaching strategies for Chinese ancient literature courses for elementary education majors. To this end, this study adopts an empirical research method, using a micro-experiment as the empirical tool. Specifically, the "Survey Questionnaire on Course Attitude" for this study was designed based on the STEM attitude survey scale proposed in Dr. Mark Mahoney's dissertation, "Students’ Attitudes Toward STEM: Development of an Instrument for High School STEM-Based Programs" (Mahoney, M. P. Students’ Attitudes Toward STEM: Development of an Instrument for High School STEM-Based Programs. The Journal of technology studies 2010, 36 (1), 24–34. https://doi.org/10.21061/jots.v36i1.a.4.). After the "Survey Questionnaire on Course Attitude" passed reliability and validity tests and revisions, an experiment and questionnaire survey were conducted on two classes of elementary education majors studying Chinese ancient literature—an experimental class and a control class. The experimental class adopted a reformed teaching model, while the control class followed the current traditional lecture-based teaching model. Before the experiment began, a pre-test was administered to both the experimental and control classes. After the experiment concluded, a post-test was administered to both classes. This study involved a total of two tests and four sets of comparisons. The four sets of comparisons are: first, a comparison of the pre-tests of the experimental and control classes; second, a comparison of the pre-test and post-test of the experimental class; third, a comparison of the pre-test and post-test of the control class; and fourth, a comparison of the post-tests of the experimental and control classes. The purpose of the first comparison (experimental vs. control pre-test) was to determine if there were differences in course attitudes between the two classes before the experiment. The purpose of the second comparison (experimental pre-test vs. post-test) was to determine if the implementation of the reformed teaching strategy affected students' course attitudes. The purpose of the third comparison (control pre-test vs. post-test) was to exclude irrelevant factors, specifically the time factor. The purpose of the fourth comparison (experimental vs. control post-test) was to compare the impact of the two different teaching models on students' course attitudes.

本研究中实验班人数是48人，对照班人数是51人。两个班的前后测都是在研究者的亲自组织下填写的。两个班级按照实有人数两次测试应回收问卷为198份，不过对照班前后测均有5名学生请假，前后测实参与调查为46人，而实验班前测未有学生请假，后测有一名学生请假，故两个班级前后测共回收有效问卷187份。
In this study, the experimental class had 48 students, and the control class had 51 students. Both the pre-tests and post-tests for both classes were administered under the personal supervision of the researcher. Based on the actual number of participants, 198 questionnaires should have been collected from both classes for the two tests. However, 5 students in the control class were absent for both the pre-test and post-test, so 46 students actually participated in the survey for both tests. In the experimental class, no students were absent for the pre-test, and one student was absent for the post-test. Therefore, a total of 187 valid questionnaires were collected from both classes for the pre-test and post-test combined.

第二，不同的教学策略对学生学习中国古代文学课程的课程态度是有影响的。有效的教学策略能促进学生中国古代文学课程的学习。教学策略不同，学生学习中国古代文学课程的效果也不同。
Second, different teaching strategies do influence students' course attitudes towards learning Chinese ancient literature. Effective teaching strategies can promote students' learning of Chinese ancient literature. Different teaching strategies lead to different learning outcomes for students in Chinese ancient literature.

四、被试的选择/IV. Selection of Subjects
IV. Selection of Subjects

(I)School (JL)
(I) School (JL)

JL是四川省一所民办普通本科高校，始建于1999年，2014年升格为全日制普通本科高校。学校位于四川省成都市东部新区，校园占地2000余亩，规划建筑面积120万平方米，在校生2万余人。学校设有智能网联与新能源汽车学院、智能制造学院、智能科技学院、电子信息工程学院、航空航天学院、商学院、盛宝金融科技学院、艺术设计学院等16个二级学院，车辆工程、新能源汽车工程、智能车辆工程、数据科学与大数据技术、人工智能、艺术设计学等39个本科招生专业，形成了以工学为主，管理学、经济学、艺术学、教育学、文学、法学、理学多学科交叉协同发展的学科专业体系。（https://www.guc.edu.cn/about/profile/）
JL is a private ordinary undergraduate university in Sichuan Province, founded in 1999 and upgraded to a full-time ordinary undergraduate university in 2014. The university is located in Chengdu Eastern New Area, Sichuan Province, covering an area of over 2,000 mu with a planned construction area of 1.2 million square meters, and has over 20,000 students. The university has 16 secondary colleges, including the School of Intelligent Connected and New Energy Vehicles, School of Intelligent Manufacturing, School of Intelligent Technology, School of Electronic Information Engineering, School of Aerospace, Business School, ShengBao FinTech School, and School of Art and Design. It offers 39 undergraduate enrollment majors, such as Vehicle Engineering, New Energy Vehicle Engineering, Intelligent Vehicle Engineering, Data Science and Big Data Technology, Artificial Intelligence, and Art Design, forming a discipline system that is primarily engineering-focused, with interdisciplinary and collaborative development in management, economics, arts, education, literature, law, and science. (https://www.guc.edu.cn/about/profile/)

(II)Teachers
(II) Teachers

为减少授课教师的变动对实验结果带来的影响，本研究采取同一套师资，即实验班与对照班均由同一位教师授课，所以不存在教师作为无关变量对实验结果造成的影响。授课教师专业相关，本科是汉语言文学专业，研究生为学科教学语文专业，有三年的教授小学教育专业中国古代文学课程的经验，对中国古代文学课程的教学有一定的研究。
To minimize the impact of changes in instructors on the experimental results, this study employed a consistent teaching staff, meaning both the experimental and control classes were taught by the same teacher. Therefore, there was no influence from the teacher acting as an extraneous variable on the experimental outcomes. The instructor was professionally relevant, holding a bachelor's degree in Chinese Language and Literature and a master's degree in Curriculum and Instruction (Chinese Language). They had three years of experience teaching the Chinese Ancient Literature course for the elementary education major and had conducted some research on the teaching of Chinese Ancient Literature.

(III)Student
(III) Student

本次研究选取的问卷调查对象是JL教育学院2022级小学教育专业本科学生。教育学院共有小学教育和学前教育两个专业。2024年JL教育学院共有学生3298人，其中小学教育专业共有2190人，2024年小学教育专业学习中国古代文学课程的有2022级小学教育专业的本科生和2024级小学教育专业的专升本的学生，13个教学班共计656人，平均每个班学生50人左右。本次研究对象实验班48名学生，对照班51名学生，共99名学生。之所以选择这两个班作为研究对象，是因为学校教务处安排研究对象教师给这两个班级授课。根据Convenience sampling，研究者选取两个班级共99名学生的样本量是可行的。Convenience sampling是一种非概率抽样方法，研究者根据获取的便捷性来选择样本，即选取那些容易接触到、 readily可得的个体或群体作为研究对象。
The subjects for this questionnaire survey were undergraduate students from the 2022 cohort of the Elementary Education program at JL Education College. The College of Education offers two majors: Elementary Education and Preschool Education. In 2024, JL Education College had a total of 3298 students, with 2190 students in the Elementary Education program. In 2024, students studying the Chinese Ancient Literature course in the Elementary Education program included undergraduates from the 2022 cohort and students who upgraded from junior college to undergraduate from the 2024 cohort. There were a total of 656 students across 13 teaching classes, with an average of about 50 students per class. For this study, the experimental class had 48 students, and the control class had 51 students, totaling 99 students. These two classes were chosen as research subjects because the university's academic affairs office assigned the research subject teacher to teach these two classes. Based on convenience sampling, a sample size of 99 students from these two classes is feasible for the researcher. Convenience sampling is a non-probability sampling method where the researcher selects samples based on ease of access, meaning individuals or groups that are easily accessible and readily available are chosen as research subjects.

V. Development of the "Course Attitude" Scale

(I) Basis for the Design of the "Course Attitude" Scale

根据前文分析，关于小学教育专业中国古代文学课程的量表较为缺乏，而中国古代文学课程属于STEM教育范畴，研究人员测量学生对于工程类学科的态度已经有了较为成熟的调查量表。所以本研究对于课程态度的调查问卷的设计重点参照 STEM态度测量工具。具体而言，参照Mark博士论文《Students’Attitudes Toward STEM: Development of an Instrument for High School STEM-Based Programs》（Mahoney, M. P. Students’ Attitudes Toward STEM: Development of an Instrument for High School STEM-Based Programs. The Journal of technology studies 2010, 36 (1), 24–34. https://doi.org/10.21061/jots.v36i1.a.4.）该论文所建立的学生 STEM 教育的学科态度框架分为四类，并据此设计每个维度六个问题，共24个问题的量表，见Table 3-4：
Based on the previous analysis, there is a relative lack of scales for Chinese ancient literature courses in primary education. Since Chinese ancient literature courses fall within the scope of STEM education, researchers have already developed relatively mature survey scales for measuring students' attitudes towards engineering disciplines. Therefore, this study's design of the course attitude questionnaire primarily references STEM attitude measurement tools. Specifically, it refers to Dr. Mark Mahoney's dissertation, "Students’ Attitudes Toward STEM: Development of an Instrument for High School STEM-Based Programs" (Mahoney, M. P. Students’ Attitudes Toward STEM: Development of an Instrument for High School STEM-Based Programs. The Journal of technology studies 2010, 36 (1), 24–34. https://doi.org/10.21061/jots.v36i1.a.4.). The framework for students' attitudes towards STEM education established in this paper is divided into four categories, and based on this, a scale of 24 questions, with six questions designed for each dimension, was developed, as shown in Table 3-4:

此外，为了符合中国本土特色，本研究还借鉴了万超的博士论文《The Study of the Maker Curriculum Development and practice in Primary School》（万超.小学创客课程开发与实践研究[D].东北师范大学2019:62-182）从学习成就的角度设计问题。已有研究表明，学习成就对学习态度的改变具有积极的促进作用。所以，在调查问卷中增设成就这一维度，即从成就方面进行考量。本研究“课程态度”量表维度见Table3-5。
Furthermore, to align with local Chinese characteristics, this study also drew upon Wan Chao's doctoral dissertation, "The Study of the Maker Curriculum Development and practice in Primary School" (Wan Chao. Research on the Development and Practice of Maker Curriculum in Primary Schools [D]. Northeast Normal University 2019:62-182), designing questions from the perspective of learning achievement. Existing research indicates that learning achievement has a positive promoting effect on changes in learning attitudes. Therefore, an achievement dimension was added to the questionnaire, meaning considerations were made from the aspect of achievement. The dimensions of the "Course Attitude" scale in this study are shown in Table 3-5.

(II) Predictive Analysis of the "Course Attitude" Scale

本研究在Mark博士论文《Students’Attitudes Toward STEM: Development of an Instrument for High School STEM-Based Programs》的基础上，以及借鉴万超的博士论文《The Study of the Maker Curriculum Development and practice in Primary School》中关于学习成就的角度，进行问卷设计，编制《The Survey Questionnaire on Course Attitude》初始问卷。
This study designed the initial questionnaire, "The Survey Questionnaire on Course Attitude," based on Dr. Mark's dissertation, "Students’ Attitudes Toward STEM: Development of an Instrument for High School STEM-Based Programs," and drawing from Wan Chao's dissertation, "The Study of the Maker Curriculum Development and Practice in Primary School," specifically regarding the perspective of learning achievement.

初始问卷由Mark所提出的态度问卷的24道题以及增设的成就维度6道题形成。采用李克特五段式量表，from strongly agree, agree, neutral, disagree to strongly disagree.，进行5-1的赋分。
The initial questionnaire consisted of 24 questions from Mark's attitude questionnaire and an additional 6 questions for the achievement dimension. A five-point Likert scale was used, ranging from strongly agree, agree, neutral, disagree to strongly disagree, with scores assigned from 5 to 1.

各个维度及题号与正反情况见Table3-6。
The various dimensions, question numbers, and positive/negative statements are shown in Table 3-6.

初始问卷于2024年11月进行预测。问卷回收后，将数据如实导入spss26检测信效度。整体信度达到0.932。具体见Table 3-7：
The initial questionnaire was piloted in November 2024. After the questionnaires were collected, the data was accurately imported into SPSS 26 for reliability and validity testing. The overall reliability reached 0.932. See Table 3-7 for details:

大部分题项的校正项总计相关性(CITC)值都在0.3以上，表明这些题项与总量表的相关性良好，对量表的测量贡献较大。其中，Awareness 2、Awareness 3、Awareness 5、Awareness 6、Perceived Ability 1、Perceived Ability 2、Value 1、Value 3、Value 4、Commitment 1、Commitment 2、Commitment 5、Commitment 7、Achievement 3、Achievement 4 and Achievement 6的CITC值都在0.7以上，说明这些题项与总分的相关性非常高，是量表中的核心题项。但也有一些题项的CITC值较低，如Awareness 1(0.152)、Awareness 4(0.020)、Perceived Ability 5(-0.039)、Value 2(-0.102)、Commitment 3(0.136) and Commitment 6(0.143)。这些题项与总分的相关性较弱，可能需要进一步修改或考虑删除。
Most items have Corrected Item-Total Correlation (CITC) values above 0.3, indicating a good correlation with the total scale and a significant contribution to the scale's measurement. Specifically, Awareness 2, Awareness 3, Awareness 5, Awareness 6, Perceived Ability 1, Perceived Ability 2, Value 1, Value 3, Value 4, Commitment 1, Commitment 2, Commitment 5, Commitment 7, Achievement 3, Achievement 4, and Achievement 6 all have CITC values above 0.7, suggesting a very high correlation with the total score and identifying them as core items within the scale. However, some items have lower CITC values, such as Awareness 1 (0.152), Awareness 4 (0.020), Perceived Ability 5 (-0.039), Value 2 (-0.102), Commitment 3 (0.136), and Commitment 6 (0.143). These items show a weaker correlation with the total score and may require further modification or consideration for deletion.

从“项已删除的α系数”这一列来看，大多数题项删除后不会显著提高整体的α系数，这进一步证实了量表的内部一致性。但是，删除Awareness 4、Perceived Ability 5 and Value 2这几个题项后，α系数会略有提高(分别为0.938、0.936和0.940)，这与它们较低的CITC值相呼应，再次表明这些题项可能需要修改或删除。
Looking at the "Alpha if Item Deleted" column, deleting most items would not significantly increase the overall alpha coefficient, which further confirms the internal consistency of the scale. However, deleting Awareness 4, Perceived Ability 5, and Value 2 would slightly increase the alpha coefficient (to 0.938, 0.936, and 0.940, respectively). This aligns with their lower CITC values, again suggesting that these items may need to be revised or removed.

不过，《The Survey Questionnaire on Course Attitude》各个维度的信度存在一定的差异，具体见Table 3-8：
However, there are some differences in the reliability of the various dimensions of "The Survey Questionnaire on Course Attitude," as detailed in Table 3-8:

从Table 3-8可见：
As can be seen from Table 3-8:

Awareness dimension:

Cronbach α系数为0.823，表明整体内部一致性良好。Awareness 2、Awareness 3、Awareness 5、Awareness 6 and Awareness 7的CITC值均高于0.7，表明这些项目与总量表有很强的相关性。不过，Awareness 1 and Awareness 4的CITC值较低(分别为0.262和0.107)，远低于通常建议的0.4阈值。这表明这两个项目与量表的其他项目相关性较弱。删除Awareness 4后，α系数会上升到0.886，这进一步说明该项目可能不适合保留在量表中。
The Cronbach's α coefficient is 0.823, indicating good overall internal consistency. The CITC values for Awareness 2, Awareness 3, Awareness 5, Awareness 6, and Awareness 7 are all above 0.7, suggesting a strong correlation between these items and the total scale. However, the CITC values for Awareness 1 and Awareness 4 are low (0.262 and 0.107, respectively), far below the commonly recommended threshold of 0.4. This indicates a weaker correlation between these two items and the other items on the scale. Deleting Awareness 4 would increase the α coefficient to 0.886, further suggesting that this item may not be suitable for retention in the scale.

Perceived Ability dimension:

Cronbach α系数为0.791，表明内部一致性良好。所有项目的CITC值均高于0.4，其中：Perceived Ability 1、Perceived Ability 2 and Perceived Ability 3的CITC值较高(>0.6)。Perceived Ability 4 and Perceived Ability 5的CITC值相对较低，但仍在可接受范围内。
The Cronbach's α coefficient is 0.791, indicating good internal consistency. All items have CITC values above 0.4, with Perceived Ability 1, Perceived Ability 2, and Perceived Ability 3 showing higher CITC values (>0.6). The CITC values for Perceived Ability 4 and Perceived Ability 5 are relatively lower but still within an acceptable range.

Value dimension:

Cronbach α系数为0.671，略低于通常建议的0.7阈值，表明内部一致性有待提高。Value 2的CITC值仅为0.203，远低于其他项目。删除该项目后，α系数会显著提高到0.741。其他项目的CITC值在0.464到0.559之间，处于可接受范围。
The Cronbach's alpha coefficient is 0.671, slightly below the commonly recommended threshold of 0.7, indicating that internal consistency needs improvement. The CITC value for Value 2 is only 0.203, significantly lower than other items. Deleting this item would significantly increase the alpha coefficient to 0.741. The CITC values for other items range from 0.464 to 0.559, which is within an acceptable range.

Commitment dimension:

Cronbach α系数为0.767，表明整体内部一致性良好。Commitment 1、Commitment 2、Commitment 5 and Commitment 7的CITC值很高(>0.7)，表明这些项目与总量表高度相关。Commitment 4的CITC值(0.411)相对较低，但在可接受范围内。不过，Commitment 3 and Commitment 6的CITC值极低(分别为0.137和0.151)，删除这两个项目后α系数会显著提高。
The Cronbach's alpha coefficient is 0.767, indicating good overall internal consistency. The CITC values for Commitment 1, Commitment 2, Commitment 5, and Commitment 7 are high (>0.7), suggesting that these items are highly correlated with the total scale. The CITC value for Commitment 4 (0.411) is relatively low but within an acceptable range. However, the CITC values for Commitment 3 and Commitment 6 are extremely low (0.137 and 0.151, respectively), and deleting these two items would significantly increase the alpha coefficient.

Achievement dimension:

Cronbach α系数为0.890，表明内部一致性非常好。所有项目的CITC值均高于0.5，其中：Achievement 4 and Achievement 6的CITC值特别高(>0.8)，表明这些项目与总量表高度相关。其他项目的CITC值也都在良好范围内。
The Cronbach's alpha coefficient is 0.890, indicating excellent internal consistency. All items have CITC values above 0.5, with Achievement 4 and Achievement 6 showing particularly high CITC values (>0.8), suggesting a strong correlation with the total scale. The CITC values for other items are also within a good range.

从以上分析可见，除Value dimension外，其他维度的Cronbach α系数均高于0.7，表明量表整体具有良好的内部一致性。通过删除或优化某些低CITC值的项目，可以进一步提高量表的信度。
From the analysis above, it is evident that, with the exception of the Value dimension, all other dimensions have Cronbach's alpha coefficients above 0.7, indicating good overall internal consistency of the scale. The reliability of the scale can be further improved by deleting or optimizing certain items with low CITC values.

基于对初始问卷信效度的分析，对校正项总计相关性 (CITC)值较低的题项，如Awareness 1(0.152)、Awareness 4(0.020)、Perceived Ability 5(-0.039)、Value 2(-0.102)、Commitment 3(0.136) and Commitment 6(0.143)六道题进行删除，另外为便于后期因子分析，将剩余的三道反向题第9题I am confident in understanding Chinese Ancient Literature works, but I encounter difficulties when interpreting certain works、第10题I often find it difficult to interpret Chinese Ancient Literature works、第17题I am indifferent to whether I do well or poorly in learning Chinese Ancient Literature.分别改为正向题I am confident in my ability to understand ancient Chinese literary works, even those that are relatively difficult. Through effort, I can also interpret them、I often feel relaxed and happy when interpreting ancient Chinese literary works、I am concerned about the study of ancient Chinese literature。另外，为便于分析，对选项采取从1-5正向赋分，即strongly disagree, disagree, neutral, agree, and strongly agree.
Based on the analysis of the reliability and validity of the initial questionnaire, items with low Corrected Item-Total Correlation (CITC) values, such as Awareness 1 (0.152), Awareness 4 (0.020), Perceived Ability 5 (-0.039), Value 2 (-0.102), Commitment 3 (0.136), and Commitment 6 (0.143), were deleted. Additionally, to facilitate subsequent factor analysis, the remaining three reverse-coded items—item 9: "I am confident in understanding Chinese Ancient Literature works, but I encounter difficulties when interpreting certain works," item 10: "I often find it difficult to interpret Chinese Ancient Literature works," and item 17: "I am indifferent to whether I do well or poorly in learning Chinese Ancient Literature"—were rephrased into positive statements: "I am confident in my ability to understand ancient Chinese literary works, even those that are relatively difficult. Through effort, I can also interpret them," "I often feel relaxed and happy when interpreting ancient Chinese literary works," and "I am concerned about the study of ancient Chinese literature," respectively. Furthermore, for ease of analysis, the options were assigned positive scores from 1 to 5, representing strongly disagree, disagree, neutral, agree, and strongly agree.

初始问卷修订后，由原来的30道题变为24道题，由原来的具有正反两种题项全部改为正向题。修订后的问卷各维度题项见Table 3-10。
After the revision, the initial questionnaire was reduced from 30 to 24 items, and all items, which previously included both positive and negative statements, were converted to positive statements. The revised questionnaire's items by dimension are shown in Table 3-10.

修订后的问卷于2025年1月再次预测，检验信效度。为保障信效度的可靠，本次预测对大学生采取随机问卷，共收回50份有效问卷。
The revised questionnaire was pre-tested again in January 2025 to examine its reliability and validity. To ensure the reliability of the validity, this pre-test involved a random survey of university students, with 50 valid questionnaires collected.

信度分析/Reliability analysis
Reliability analysis

信度检测的目的是观察量表的稳定性和可靠性。信度系数越高，表明该问卷的稳定性和可靠性越好。本研究“课程态度”量表共有5个维度，也就是5个分问卷。为严谨起见，研究者不仅对问卷做了整体的信度检测，还对问卷的各个维度的信度做了检测。检测结果显示，整体信度Cronbach α为0.988。5个维度Awareness、Perceived Ability、Value、Commitment and Achievement的信度Cronbach α分别为0.967、0.958、0.960、0.971、0.952。（Table 3-13）。可见，不管是整体信度Cronbach α，还是各维度信度Cronbach α均高于0.9，远高于通常认可的0.7，处于极佳的状态。如此高的信度，表明该量表具有极高的稳定性和可靠性。
The purpose of reliability testing is to observe the stability and reliability of the scale. The higher the reliability coefficient, the better the stability and reliability of the questionnaire. The "Course Attitude" scale in this study has a total of 5 dimensions, which means 5 sub-questionnaires. For the sake of rigor, the researchers not only conducted an overall reliability test of the questionnaire but also tested the reliability of each dimension of the questionnaire. The test results showed that the overall reliability Cronbach's α was 0.988. The Cronbach's α for the 5 dimensions of Awareness, Perceived Ability, Value, Commitment, and Achievement were 0.967, 0.958, 0.960, 0.971, and 0.952, respectively (Table 3-13). It can be seen that both the overall reliability Cronbach's α and the Cronbach's α for each dimension are above 0.9, far exceeding the commonly accepted 0.7, indicating an excellent state. Such high reliability indicates that the scale has extremely high stability and reliability.

效度分析/Validity Analysis
Validity Analysis

效度KMO值，是Kaiser-Mayer-Olkin的缩写。根据Kaiser (1974)的判断标准，0.9以上为极佳 (Marvelous)，0.8-0.89为优良 (Meritorious)，0.7-0.79为中等 (Middling)，0.6-0.69为一般 (Mediocre)，0.5-0.59为糟糕 (Miserable)，0.5以下为不可接受 (Unacceptable)。数值越高，表明变量间具有更多的共同性，更适合做因素分析。研究者首先对“课程态度”修订问卷整体效度KMO值和Bartlett球形度进行检测。检测结果显示，KMO值0.902，（Table 3-14）远超“极佳”的标准，表明变量间存在强烈的共同因子，数据极其适合进行因子分析。这意味着变量间的相关性模式紧密，共同因子的存在使得因子分析产生可靠和独特的因子。
The KMO value for validity is an abbreviation for Kaiser-Mayer-Olkin. According to Kaiser (1974)'s judgment criteria, above 0.9 is marvelous, 0.8-0.89 is meritorious, 0.7-0.79 is middling, 0.6-0.69 is mediocre, 0.5-0.59 is miserable, and below 0.5 is unacceptable. The higher the value, the more commonality there is between variables, making them more suitable for factor analysis. The researchers first tested the overall KMO value and Bartlett's sphericity for the revised "Course Attitude" questionnaire. The test results showed a KMO value of 0.902 (Table 3-14), far exceeding the "marvelous" standard, indicating a strong common factor among variables and that the data is extremely suitable for factor analysis. This means that the correlation patterns between variables are tight, and the presence of common factors leads to reliable and unique factors from factor analysis.

“课程态度”量表的统计学比较
Statistical Comparison of the "Course Attitude" Scale

实验班与对照班前测比较/1.Comparison of pre-tests between the experimental class and the control class
Comparison of pre-tests between the experimental class and the control class

为了研究的严谨性，在进行正式实验前，需要对实验班和对照班的课程态度进行了解。通过两个班级前测问卷数据进行独立样本T检验，得出表3-。从表3-可见，两个班级在5个维度的差异性不大，（表中数据分析）表明两个班级对于中国古代文学课程的态度不存在显著性差异，适合进行对比实验。
For the rigor of the study, it was necessary to understand the course attitudes of the experimental and control classes before conducting the formal experiment. An independent samples T-test was performed on the pre-test questionnaire data from the two classes, yielding Table 3-. As seen from Table 3-, there were no significant differences in the 5 dimensions between the two classes, (data analysis in the table) indicating that there was no significant difference in the attitudes of the two classes towards the Chinese ancient literature course, making them suitable for comparative experimentation.

表

实验班前后测比较/2.Comparison of pre-tests and post-tests in the experimental class
Comparison of pre-tests and post-tests in the experimental class

对实验班进行前后测比较，是要验证改革后的教学方法对实验班学生课程态度是否有影响，影响如何。通过表（ ）可见，Awareness、Perceived Ability、Value、Commitment、Achievement 5个维度有显著变化。进一步对比各维度的均分，后测各个维度的均分均高于前测各个维度的均分。由此表明，从纵向来看，经过改革后的教学方法的教学，学生对中国古代文学课程的课程态度有了明显变化，对中国古代文学课程的学习更加积极了。
Comparing the pre-tests and post-tests of the experimental class aimed to verify whether and how the reformed teaching method affected the course attitudes of the experimental class students. As seen from Table ( ), significant changes were observed in the 5 dimensions of Awareness, Perceived Ability, Value, Commitment, and Achievement. Further comparison of the mean scores for each dimension showed that the post-test mean scores for all dimensions were higher than the pre-test mean scores for all dimensions. This indicates that, from a longitudinal perspective, after teaching with the reformed teaching method, students' attitudes towards the Chinese ancient literature course significantly changed, and they became more active in learning the Chinese ancient literature course.

表

对照班前后测比较/3.Comparison of pre- and post-tests of the control group
Comparison of pre- and post-tests of the control group/3.Comparison of pre- and post-tests of the control group

对照班前后测比较的目的，是验证实验班学生对中国古代文学课程态度的转变并不是受时间因素的影响。从表（ ）可见，Awareness、Perceived Ability、Value、Commitment、Achievement 5个维度并有显著变化。（分析数据）这表明对照班学生中国古代文学课程的课程态度并没有因为时间因素而发生变化，也就是说中国古代文学课程传统的教学方式并没有改变学生对中国古代文学课程的课程态度。
The purpose of comparing the pre- and post-tests of the control group is to verify that the change in the experimental group students' attitudes towards the Chinese ancient literature course was not influenced by time. As can be seen from Table ( ), there were no significant changes in the 5 dimensions of Awareness, Perceived Ability, Value, Commitment, and Achievement. (Data analysis) This indicates that the control group students' attitudes towards the Chinese ancient literature course did not change due to time, meaning that the traditional teaching method of the Chinese ancient literature course did not change students' attitudes towards the Chinese ancient literature course.

表

实验班与对照班后测比较/4.Comparison of post-tests between experimental and control groups
Comparison of post-tests between experimental and control groups/4.Comparison of post-tests between experimental and control groups

实验班与对照班后测比较的目的，是要检验改革后的教学方法和传统的教学方法对学生学习中国古代文学课程的课程态度的影响。通过对实验班和对照班课程态度后测问卷数据进行独立样本T进行检验，结果如表（ ）可见。实验班后测数据在Awareness、Perceived Ability、Value、Commitment、Achievement 5个维度上均高于对照班。可以证明传统教学方法对课程态度的转变不明显，而改革后的教学方法能有效地促进学生课程态度的转变。
The purpose of comparing the post-tests of the experimental and control groups is to examine the impact of the reformed teaching methods and traditional teaching methods on students' attitudes towards the Chinese ancient literature course. An independent sample T-test was conducted on the post-test questionnaire data of the experimental and control groups' course attitudes, and the results are shown in Table ( ). The experimental group's post-test data were higher than the control group's in all 5 dimensions of Awareness, Perceived Ability, Value, Commitment, and Achievement. This proves that traditional teaching methods do not significantly change course attitudes, while reformed teaching methods can effectively promote changes in students' course attitudes.

表

结果与讨论（需要增加数据）/(IV) Results and Discussion
Results and Discussion (Data to be added) / (IV) Results and Discussion

本研究进行了4组对比。首先是实验班与对照班前测对比，目的是检验两个班级的课程态度是否一致。经检验，两个班级的课程态度并无明显差距，适合进行对比实验。随后进行教学实验。对照班采取传统的教学方法教学，实验班采取改革后的教学方法教学。经过唐诗、元杂剧和明清小说三个主题的教学后，对两个班进行后测比较，目的是了解两种不同的教学方法对学生中国古代文学课程的课程态度的影响。同时对实验班前后测5个维度的数据进行比较，目的是验证改革后的教学方法是否对学生的课程态度有影响。另外，对对照班前后测5个维度的数据进行对比，目的是排除时间因素对实验班学生课程态度的影响。
This study conducted four sets of comparisons. First, a pre-test comparison was made between the experimental class and the control class to examine whether the two classes had consistent attitudes towards the course. The results showed no significant difference in course attitudes between the two classes, making them suitable for comparative experiments. Subsequently, teaching experiments were conducted. The control class adopted traditional teaching methods, while the experimental class adopted reformed teaching methods. After teaching three themes—Tang poetry, Yuan drama, and Ming and Qing novels—a post-test comparison was conducted between the two classes to understand the impact of the two different teaching methods on students' attitudes towards the Chinese ancient literature course. At the same time, a comparison of the five dimensions of data from the experimental class's pre-test and post-test was made to verify whether the reformed teaching method had an impact on students' course attitudes. In addition, a comparison of the five dimensions of data from the control class's pre-test and post-test was made to rule out the influence of time factors on the experimental class students' course attitudes.

从4组对比来看，实验班前后测数据在Awareness、Perceived Ability、Value、Commitment、Achievement 5个维度上差异显著，后测数据的均分均高于前测。这证明改革后的教学方法对小学教育专业的学生中国古代文学课程的课程态度的转变有积极的促进作用。
From the four sets of comparisons, the experimental class's pre-test and post-test data showed significant differences in the five dimensions of Awareness, Perceived Ability, Value, Commitment, and Achievement, with the mean scores of the post-test data being higher than those of the pre-test. This proves that the reformed teaching method has a positive promoting effect on the transformation of primary education majors' attitudes towards the Chinese ancient literature course.

另外，从实验班与对照班后测横向来看，实验班的数据在意识、感知能力、价值、承诺、成就5个维度上与对照班的差异明显，均分均高于对照班。这表明传统教学方法对小学教育专业学生的中国古代文学课程的课程态度没有明显的影响，而改革后的教学方法能有效地促进小学教育专业学生中国古代文学课程的课程态度的积极转变。
Furthermore, from a horizontal comparison of the post-test data between the experimental class and the control class, the experimental class's data showed significant differences from the control class in the five dimensions of awareness, perceived ability, value, commitment, and achievement, with all mean scores being higher than those of the control class. This indicates that traditional teaching methods have no significant impact on primary education majors' attitudes towards the Chinese ancient literature course, while reformed teaching methods can effectively promote a positive transformation in primary education majors' attitudes towards the Chinese ancient literature course.

六、数据收集与分析/VI. Data Collection and Analysis
VI. Data Collection and Analysis

本研究在Mark博士论文《Students’Attitudes Toward STEM: Development of an Instrument for High School STEM-Based Programs》（Mahoney, M. P. Students’ Attitudes Toward STEM: Development of an Instrument for High School STEM-Based Programs. The Journal of technology studies 2010, 36 (1), 24–34. https://doi.org/10.21061/jots.v36i1.a.4.）以及万超的博士论文《The Study of the Maker Curriculum Development and practice in Primary School》的基础上，编制“课程态度”初始问卷。于2024年底对初始问卷进行信效度检测。具体操作，首先是通过问卷星对小学教育专业的学生发放问卷，由于问卷是在研究者的组织下填写的，回收44份问卷，没有无效问卷。将收集上来的数据如实导入SPSS26.0进行分析和处理。根据SPSS26.0的分析报告，对初始问卷进行了修订，具体操作是删除校正项总计相关性(CITC)值较低的6道题项，从原来的30道题变为24道题，并将初始问卷中3道反向题进行修改，改为正向题。修订后的问卷，再次预测信效度，具体操作同样是通过问卷星对小学教育专业的学生随机发放，回收50份问卷。将回收上来的数据再次导入SPSS26.0。从检测结果看，信效度极佳。由此确定为正式问卷。
Based on Dr. Mark Mahoney's dissertation, "Students’ Attitudes Toward STEM: Development of an Instrument for High School STEM-Based Programs" (Mahoney, M. P. Students’ Attitudes Toward STEM: Development of an Instrument for High School STEM-Based Programs. The Journal of technology studies 2010, 36 (1), 24–34. https://doi.org/10.21061/jots.v36i1.a.4.), and Wan Chao's doctoral dissertation, "The Study of the Maker Curriculum Development and practice in Primary School," an initial "Course Attitude" questionnaire was developed. The reliability and validity of this initial questionnaire were tested at the end of 2024. Specifically, questionnaires were distributed to students majoring in primary education via Wenjuanxing. Since the questionnaires were completed under the researcher's organization, 44 questionnaires were collected, with no invalid ones. The collected data were accurately imported into SPSS 26.0 for analysis and processing. Based on the SPSS 26.0 analysis report, the initial questionnaire was revised by deleting 6 items with low Corrected Item-Total Correlation (CITC) values, reducing the total from 30 to 24 items. Additionally, 3 reverse-coded items in the initial questionnaire were modified to be positively worded. The revised questionnaire's reliability and validity were re-predicted by randomly distributing it to primary education students via Wenjuanxing, and 50 questionnaires were collected. The collected data were again imported into SPSS 26.0. The results showed excellent reliability and validity, thus confirming it as the final questionnaire.

确定问卷的可行性后，2025年9月初对实验班和对照班进行了前测，随即实施教学实验。实验班采取改革后的教学方法教学，对照班采取传统的教学方法教学。教学实验结束，对实验班和对照班进行了后测。实验班48名学生，对照班51名学生，前测和后测均在研究者组织下进行填写。实验班前测无学生请假，故收回问卷48份，后测有一名学生请假，故收回47份问卷。对照班前后测均有5名学生涉及教师资格证考试、学校晚会筹办等而请假，故前后测均只收回46份问卷。按实验班和对照班学生实际人数，应收回198份，实际收回187，回收率达94.4%，说明该调查问卷在实验班和对照班的学生开展中具有实际可行性。
After confirming the feasibility of the questionnaire, a pre-test was conducted for both the experimental and control classes in early September 2025, followed immediately by the implementation of the teaching experiment. The experimental class adopted the reformed teaching method, while the control class used the traditional teaching method. After the teaching experiment concluded, a post-test was administered to both classes. The experimental class had 48 students, and the control class had 51 students. Both the pre-test and post-test were completed under the researcher's organization. For the experimental class, no students were absent for the pre-test, so 48 questionnaires were collected. For the post-test, one student was absent, resulting in 47 collected questionnaires. For the control class, 5 students were absent for both the pre-test and post-test due to teacher qualification exams, school event preparations, etc., so only 46 questionnaires were collected for each. Based on the actual number of students in the experimental and control classes, 198 questionnaires should have been collected, but 187 were actually collected, achieving a response rate of 94.4%. This indicates the practical feasibility of the survey questionnaire among the students in the experimental and control classes.

调查问卷回收后，所有数据均如实导入SPSS26.0进行分析处理。
After the questionnaires were collected, all data were accurately imported into SPSS 26.0 for analysis and processing.

首先，在Mark博士论文《Students’Attitudes Toward STEM: Development of an Instrument for High School STEM-Based Programs》（Mahoney, M. P. Students’ Attitudes Toward STEM: Development of an Instrument for High School STEM-Based Programs. The Journal of technology studies 2010, 36 (1), 24–34. https://doi.org/10.21061/jots.v36i1.a.4.）以及万超的博士论文《The Study of the Maker Curriculum Development and practice in Primary School》的基础上，编制“课程态度”初始问卷后，对初始问卷进行信效度检测。信度Cronbach α为0.932，处于极佳水平。Awareness、Perceived Ability、Value、Commitment、Achievement 5个维度的信度Cronbach α分别为0.823、0.791、0.671、0.767、0.890，除了value dimension的信度Cronbach α低于0.7以外，其它维度的信度Cronbach α均高于0.7。此外，对效度KMO值进行检测，检测结果显示效度KMO值为0.636。根据Kaiser (1974)的判断标准，KMO值为0.636，处于“一般”水平，表明变量间存在一定程度的共同方差，但相关性并不特别强。根据初始问卷检测情况，对校正项总计相关性(CITC)值较低的6道题项进行删除，另外为便于后期因子分析，对剩余的3道反向题进行修改，改为正向题。也即由初始问卷的30道题修改后为24道题，并且从正反向题统一为正向题。
First, based on Dr. Mark's dissertation "Students' Attitudes Toward STEM: Development of an Instrument for High School STEM-Based Programs" (Mahoney, M. P. Students’ Attitudes Toward STEM: Development of an Instrument for High School STEM-Based Programs. The Journal of technology studies 2010, 36 (1), 24–34. https://doi.org/10.21061/jots.v36i1.a.4.) and Wan Chao's doctoral dissertation "The Study of the Maker Curriculum Development and practice in Primary School," an initial questionnaire on "curriculum attitude" was developed and then subjected to reliability and validity testing. The Cronbach's α for reliability was 0.932, indicating an excellent level. The Cronbach's α values for the five dimensions of Awareness, Perceived Ability, Value, Commitment, and Achievement were 0.823, 0.791, 0.671, 0.767, and 0.890, respectively. Except for the value dimension, whose Cronbach's α was below 0.7, the reliability Cronbach's α for the other dimensions were all above 0.7. In addition, the KMO value for validity was tested, and the result showed a KMO value of 0.636. According to Kaiser's (1974) criteria, a KMO value of 0.636 is at an "average" level, indicating a certain degree of common variance among variables, but the correlation is not particularly strong. Based on the initial questionnaire test results, 6 items with low Corrected Item-Total Correlation (CITC) values were deleted. Furthermore, to facilitate subsequent factor analysis, the remaining 3 reverse-scored items were modified to be positively worded. Thus, the initial questionnaire was revised from 30 items to 24 items, and all items were unified to be positively worded.

Section 3 Ethical Considerations

本研究严格遵守科研规范和伦理准则。本研究向英迪国际大学研究伦理委员会提交了详细的研究方案及书面知情同意书，说明了研究流程、方法论及性质，并已获得大学机构审查委员会及四川省所调研高校的批准。
This study strictly adheres to scientific research norms and ethical guidelines. This study submitted a detailed research proposal and written informed consent forms to the Research Ethics Committee of INTI International University, explaining the research process, methodology, and nature. It has obtained approval from the university's Institutional Review Board and the surveyed universities in Sichuan Province.

本研究参与者涉及到教学实验对象学生和教师访谈对象教师。
The participants in this study include students who are subjects of teaching experiments and teachers who are interviewees.

教学实验对象学生需要接受不同的教学方法来学习中国古代文学课程。对照班采用传统的讲授式，实验班采用改革后的教学方法。对照班所采取的传统的讲授式，是当前中国古代文学课程最常用的教学方法，也是JL小学教育专业中国古代文学课程所采用的教学方法，而改革后的教学方法有利于促进学生对中国古代文学课程的学习。不过，在教学实验实施前，研究团队还是详细向学生说明教学实验的意图。
The students participating in the teaching experiment needed to receive different teaching methods to learn the Chinese ancient literature course. The control class adopted the traditional lecture-based method, while the experimental class adopted the reformed teaching method. The traditional lecture-based method adopted by the control class is the most commonly used teaching method for Chinese ancient literature courses currently, and it is also the teaching method used for the Chinese ancient literature course in the JL primary education major. The reformed teaching method is conducive to promoting students' learning of the Chinese ancient literature course. However, before the implementation of the teaching experiment, the research team still explained the intention of the teaching experiment to the students in detail.

教师访谈所涉及的参与者是小学教育专业中国古代文学课程的授课教师。Orb et al、Litchman等指出，定性研究高度依赖参与者的自愿意愿。(e.g., Orb et al., 2001; Litchman, 2013; Chen, 2020)（Orb, A., Eisenhauer, L. and Wynaden, D., 2001. Ethics in qualitative researchJournal of Nursing Scholarship, 33 (1), 93-96.）（Chen, R., 2020. Gifted English language learners: the cultural and practical experiences of Chinese students learning English in Scotland and in China (Doctoral dissertation, University of Glasgow).）所以，在访谈之前研究者征求了访谈者的同意，并发放了知情同意书（英文版见附录1，中文版见附录2）和参与者信息表（英文版见附录3，中文版见附录4），供其阅读并签署。通过信息表，参与者对本研究的研究背景、目的、数据收集方法及设计要点有了进一步的了解。另外，研究者也告知参与者关于本研究的任何问题都可以向研究者提出来，同时强调自愿参与本研究，在研究前、研究过程中等任何时候，都可以终止并退出，而无须做任何解释。为保护个人隐私及打消参与者顾虑起见，研究者还告知参与者，访谈采取录音形式，录音等资料严格保密，所收集的资料采取编码处理，所研究学校及个人信息均不会泄露，不会对工作、生活等造成影响。Litchman（2013）（Lichtman, M. 2013. Qualitative Research in Education: A User's Guide. London: SAGE Publications Ltd.）认为研究者与研究对象的良好关系有利于获取高质量数据。研究者遵循了Litchman提出的建议。首先，允许参与者以与研究者同等的程度接触本研究的数据，整个研究分析过程向参与者透明公开。同时研究者为参与者提供中国古代文学课程具有创新的教学方法，帮助其改革小学教育专业中国古代文学课程的教学方法，提高教学水平。其次，创造宽松的访谈环境。本研究的Interview Locations选择在classroom、school cafeteria、teacher's lounge等参与者熟悉的地方，有利于参与者身心的放松。最后，在访谈前，研究者明确承诺保障所有参与者的隐私及严格保密数据。所有纸质文档均被研究者锁于保密柜，研究者一人配有开柜钥匙。所有电子文档均储存于个人电脑，备份文档存储于个人硬盘，个人电脑及个人硬盘均设有密码，密码由研究者一人掌管。所有纸质文档和电子文档将在项目结束后进行销毁或删除。保障参与者的隐私及严格保密数据目的是让参与者放心接受访谈。
The participants involved in the teacher interviews were instructors of the Chinese ancient literature course for the primary education major. Orb et al., Litchman, and others point out that qualitative research relies heavily on the voluntary willingness of participants. (e.g., Orb et al., 2001; Litchman, 2013; Chen, 2020) (Orb, A., Eisenhauer, L. and Wynaden, D., 2001. Ethics in qualitative research Journal of Nursing Scholarship, 33 (1), 93-96.) (Chen, R., 2020. Gifted English language learners: the cultural and practical experiences of Chinese students learning English in Scotland and in China (Doctoral dissertation, University of Glasgow).) Therefore, before the interviews, the researchers sought the interviewees' consent and distributed informed consent forms (English version in Appendix 1, Chinese version in Appendix 2) and participant information sheets (English version in Appendix 3, Chinese version in Appendix 4) for them to read and sign. Through the information sheet, participants gained a further understanding of the research background, objectives, data collection methods, and key design points of this study. In addition, the researchers also informed participants that they could ask the researchers any questions about this study, and emphasized voluntary participation in this study, with the right to terminate and withdraw at any time before or during the study without any explanation. To protect personal privacy and alleviate participants' concerns, the researchers also informed participants that interviews would be audio-recorded, and recordings and other data would be kept strictly confidential. The collected data would be coded, and information about the studied school and individuals would not be disclosed, nor would it affect their work or life. Litchman (2013) (Lichtman, M. 2013. Qualitative Research in Education: A User's Guide. London: SAGE Publications Ltd.) believes that a good relationship between the researcher and the research subjects is conducive to obtaining high-quality data. The researchers followed Litchman's suggestions. First, participants were allowed to access the data of this study to the same extent as the researchers, and the entire research analysis process was transparent to the participants. At the same time, the researchers provided participants with innovative teaching methods for the Chinese ancient literature course, helping them reform the teaching methods of the Chinese ancient literature course in the primary education major and improve teaching quality. Second, a relaxed interview environment was created. The Interview Locations for this study were chosen in places familiar to the participants, such as the classroom, school cafeteria, and teacher's lounge, which helped them relax physically and mentally. Finally, before the interviews, the researchers explicitly promised to protect the privacy of all participants and strictly maintain data confidentiality. All paper documents were locked by the researchers in a confidential cabinet, and only the researchers had the key to open the cabinet. All electronic documents were stored on a personal computer, and backup documents were stored on a personal hard drive. Both the personal computer and personal hard drive were password-protected, and only the researchers knew the passwords. All paper and electronic documents will be destroyed or deleted after the project concludes. The purpose of protecting participants' privacy and strictly maintaining data confidentiality is to reassure participants to accept interviews.

Section 4 Conclusion

本章阐述了本研究的方法论。本研究采用了定性研究与定量研究相结合的混合式研究方法。通过对相关文献的梳理以及对中国古代文学课程一线教师的访谈，发现小学教育专业中国古代文学课程教学方法存在问题。
This chapter elaborates on the methodology of this study. This study adopted a mixed-methods research approach combining qualitative and quantitative research. Through a review of relevant literature and interviews with frontline teachers of Chinese ancient literature courses, problems were identified in the teaching methods of the Chinese ancient literature course for the primary education major.

为揭示教学策略对小学教育专业学生的中国古代文学课程的课程态度的影响，进而探究小学教育专业中国古代文学课程有效的教师教学策略。研究者在Mark博士论文《Students’Attitudes Toward STEM: Development of an Instrument for High School STEM-Based Programs》（Mahoney, M. P. Students’ Attitudes Toward STEM: Development of an Instrument for High School STEM-Based Programs. The Journal of technology studies 2010, 36 (1), 24–34. https://doi.org/10.21061/jots.v36i1.a.4.）中提出的 STEM 的态度调查量表的基础上，及对万超的博士论文《The Study of the Maker Curriculum Development and practice in Primary School》（万超.小学创客课程开发与实践研究[D].东北师范大学2019:62-182）中关于学习成就的借鉴上，编制了《The Survey Questionnaire on Course Attitude》。《The Survey Questionnaire on Course Attitude》信效度处于极佳状态。随即对研究对象小学教育专业实验班与对照班进行教学实验，并对实验班与对照班进行前后测。检测结果显示改革后的教学策略对学生课程态度有明显的影响，能积极促进学生对中国古代文学课程的学习。
To reveal the impact of teaching strategies on the course attitudes of primary education students towards Chinese ancient literature courses, and further explore effective teaching strategies for Chinese ancient literature courses in primary education. The researcher developed "The Survey Questionnaire on Course Attitude" based on the STEM attitude survey scale proposed in Dr. Mark Mahoney's dissertation, "Students' Attitudes Toward STEM: Development of an Instrument for High School STEM-Based Programs" (Mahoney, M. P. Students' Attitudes Toward STEM: Development of an Instrument for High School STEM-Based Programs. The Journal of Technology Studies 2010, 36 (1), 24–34. https://doi.org/10.21061/jots.v36i1.a.4.), and by drawing on the insights regarding learning achievement from Wan Chao's doctoral dissertation, "The Study of the Maker Curriculum Development and Practice in Primary School" (Wan Chao. Research on the Development and Practice of Maker Curriculum in Primary Schools [D]. Northeast Normal University 2019: 62-182). "The Survey Questionnaire on Course Attitude" demonstrated excellent reliability and validity. Subsequently, teaching experiments were conducted on the experimental and control classes of primary education majors, with pre- and post-tests administered to both groups. The results showed that the reformed teaching strategies had a significant impact on students' course attitudes, actively promoting their learning of Chinese ancient literature.