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The traditional “classroom monism” teaching model mainly relies on classroom teaching, and students passively receive knowledge, lacking the cultivation of practice, interaction, and critical thinking. However, this model clearly cannot meet the needs for the cultivation of applied talents. Applied talents require not only solid professional knowledge but also the ability to apply knowledge to practice, team collaboration, and innovation, change the training direction of academic talents in the past, build a diversified teaching platform, and innovate teaching methods, which not only helps students realize knowledge construction, ability improvement, and aesthetic edification (Wang, 2021).
Meanwhile, we should give full play to the characteristics of the times and cultivate realistic student care, market awareness, and an innovative spirit from the perspective of literature so students can adapt better to social needs and serve local economic, cultural construction, and social development, to complete the important mission of teaching in the training of applied talents (Liu, 2021). Despite recognizing the limitations inherent in traditional classroom monism and the call for a shift towards more interactive and innovative teaching methodologies, current literature often falls short in providing actionable frameworks for educators to adopt these changes. This paper aims to bridge this gap by offering detailed strategies and empirical evidence for successfully implementing diversified teaching platforms and innovative practices.
From the Republic of China to the 1980s and even the 1990s, the teaching tradition and teaching methods of this discipline can be described as intergenerational inheritance, with little change (Li & Zhang, 2022). Moreover, generation after generation of famous teachers stands out with wise and enlightening classroom teaching and solid and thoughtful academic research. However, in the past decade or two, the classroom teaching of this course has faced new challenges; of course, it also contains new opportunities (Xia, 2021).
In the 21st century, a great change in college classroom teaching is to display slideshow presentations made by teachers in advance through the combination of computers, projectors, and display screens. The initial function of computers and p-blades is to replace blackboard writing, saving blackboard writing time and increasing classroom capacity (Fugui, 2020). At the same time, displaying some precious and historical pictures or more words is very convenient. We can play movies and other video materials. In short, the initial function of modern teaching equipment with computers as the core technology is practical. However, it took only more than 10 years. By 2010, amazing changes have occurred in using Internet technology and computers in teaching. Based on retaining the basic functions, it has brought new teaching methods and concepts such as massive open online courses (MOOCs) and micro-teaching, which has also changed and even subverted the traditional classroom concept. In addition to the changes in daily student life, courses offered by schools, and social environment, the original teaching methods have been challenging to meet the needs of college students in the network era (Wang et al., 2022). All this forces the teaching of this course to make adjustments and reforms.
Internet technology brings not only lessons, micro-classes, flipped classes, and massive information obtained through mobile phones and computers but also diverse and contradictory values and artistic views (Liu, 2024). Especially in the past decade or two, conservative thoughts have made a comeback, constantly dissolving and subverting the modern spirit under the banner of science and democracy (Shen, 2020). This period is the growth period of current college students from childhood to youth. Thought is easily influenced by it, but it lacks the rationality to distinguish right from wrong. At the same time, the times have provided more space for their personality development (Jianbo et al., 2020). They attach importance to personal freedom, emphasize personal rights, and reject or even reject those boring and dry classes (Shen & Yaoyao, 2020).