 |
customer@davidpublishing.com |
 |
3275638434 |
 |
 |
| Paper Publishing WeChat |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Two-Way Empowerment: A Critical Thinking Model for Japanese Language and Area Studies
ZHANG Yayi
Full-Text PDF
XML 112 Views
DOI:10.17265/2328-2177/2026.09.005
Beijing International Studies University, Beijing, China
In alignment with China’s national initiative to strengthen its education system, the present study addresses persistent challenges in Japanese language pedagogy—namely, the fragmentation of area-specific knowledge and the limited integration of language skills with higher-order analytical competencies. This paper proposes a bidirectional empowerment framework between foreign language education and country/area studies, operationalized through a three-phase pedagogical model grounded in the Production-Oriented Approach (POA). The model—“AI-Assisted Inquiry,” “Critical Verification,” and “Ideological-Strategic Sublimation”—is designed to foster synergistic development of linguistic proficiency, regional expertise, and strategic thinking. A semester-long implementation in a foundational Japanese course demonstrates its efficacy in enhancing students’ interdisciplinary engagement and output quality. Empirical feedback also reveals challenges concerning AI tool reliability and perceived cognitive load, pointing to necessary refinements for scalable adaptation.
Japanese Language Teaching, Country and Area Studies, Critical Thinking Teaching, Production-Oriented Approach (POA), Two-way Empowerment
Li, Z. (2021). Country and area studies in foreign language disciplines: Development and challenges. Foreign Language Research, (1), 63.
Liu, C. (2025). Integration strategies and practical exploration of area studies courses in foreign language disciplines from a “language+” perspective. Northeast Asian Foreign Language Studies, 13(1), 49-61.
Peng, Q. (2023). Challenges, opportunities, and positioning of talent cultivation and scientific research in area studies within foreign language disciplines. Foreign Language Teaching Theory and Practice, (1), 11.
Qian, C. (2021). Advancing China’s area studies through disciplinary construction. University and Disciplines, 2(4), 84.
Qin, J. (2019). Critical thinking teaching: Guarding the scientific spirit in the classroom. Teaching Reference of Middle School Politics, (7), 7-9.