This study investigates the application and pedagogical efficacy of situational instruction in teaching ancient Chinese classical poetry in lower elementary education. Grounded in “Li Jilin’s situational Instruction” framework and Piaget’s theory of cognitive development, the research examines the instructional outcomes of three classical poems—Wang Tianmen Mountain, Quatrain, and Huichong’s Painting of Spring River Evening Scene—delivered to second-grade students in Xuzhou. Recognizing that learners in the concrete operational stage rely heavily on figurative cognition, this study employed multisensory situational methods to bridge the gap between abstract poetic imagery and student comprehension. Data collected through classroom observation and visual-representation assessments (student illustrations) indicate a significant increase in learner engagement and participatory motivation compared to traditional methods. Results demonstrate that most students successfully internalized poetic content, accurately depicting complex imagery and spatial relationships within their drawings. While a minority of students exhibited challenges in image retention and relational logic, the findings suggest that situational teaching effectively facilitates the concretization of abstract linguistic symbols. This approach offers a developmentally appropriate alternative to traditional "paper-and-pencil" assessments, fostering a more vivid and profound comprehension of ancient poetry in early childhood education.

Authors:
Yanjun Jiang, Jiangsu Normal University, China
Cheng Hsu, Jiangsu Normal University, China

About the Presenter(s)
My name is Jiang Yanjun. I am currently a postgraduate student majoring in Primary Education at Jiangsu Normal University. My primary research interest lies in the Chinese education aspect of primary education, and I am currently focusing on the appl

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