Research on the Development and Publishing Strategy of Intelligent Chinese Textbooks in the Era of Convergent Media
DOI:
https://doi.org/10.5281/zenodo.15301145Keywords:
Intelligent Chinese Textbooks, Publishing strategy, Convergent MediaAbstract
In the era of convergent media, technological innovations have provided new opportunities for the transformation, development, and publication of international Chinese textbooks. Currently, the development and publication of intelligent Chinese textbooks are in their infancy, facing challenges such as uneven digital textbook development levels across countries, insufficient interactivity, significant disparities in the number of country-specific intelligent textbooks, imprecise positioning in textbook development and publication, low levels of "intelligence" in textbooks, and poor compatibility with platform users. By leading with technology, accelerating the integration and innovation of various digital education resources, fostering collaborative construction, and creating a community for the development of Chinese textbooks integrating science and education, we can establish paradigms and improve the diversified system for the development and publication of intelligent textbooks. This will provide "material" support for the sustainable development of international Chinese education.
References
Du, M., & Liu, L. Y. (2023). International Chinese intelligent textbooks and their construction. Journal of Shaanxi Normal University (Philosophy and Social Science Edition), 52(03), 158–166.
Zhang, Z. (2021). New carriers for digital textbook teaching. Quality and Standardization, (06), 9–11.
Zhang, Z., Liu, D. J., & Xu, B. B. (2021). Core concepts and technological implementation of intelligent digital textbook systems. Open Education Research, 27(01), 44–54.
Guo, L. Q., Xie, S. L., & Fan, H. Y. (2022). The transformation of traditional textbooks into digital textbooks: Motivations, obstacles, and implementation paths. Curriculum, Teaching Material, and Method, 42(07), 36–41.
Wu, Y. H., Liang, Y., Guo, J., et al. (2021). The current situation and prospects of global Chinese teaching resources. Journal of Yunnan Normal University (Foreign Language Teaching and Research Edition), 19(05), 1–6.
New Concept Chinese (English Edition) Interactive Multimedia [EB/OL]. Beijing Language University Press, (2023-08-09). https://blcup.com/PInfo/index/9068.
Xiao, Y. (2022). Investigation on the use of digital textbooks for Chinese as a foreign language (beginner). [Unpublished master's thesis]. Central China Normal University.
Iansiti, M. (1997). Technology integration: Making critical choices in a dynamic world. Harvard Business School Press.
Wei, H., & Wu, X. W. (2023). Integrated innovation in international Chinese education: Connotations, value, and paths. World Chinese Teaching, 37(02), 147–156.
Wang, C., & Peng, S. (2020). Research on strategies for the development and publication of international Chinese textbooks in the context of new technologies. Publishing Panorama, (24), 85–87.
Zhao, B. (2021). Exploration and practice of integrated publishing of higher vocational education textbooks in the "Internet+" era. Science and Publishing, (08), 90–94.
Li, Q. (2015). Discussion on the "nationalization" issue of Chinese textbooks. World Chinese Teaching, 29(04), 526–540.
Dziuban, C., Graham, C. R., Moskal, P. D., Norberg, A., & Sicilia, N. (2018). Blended learning: The new normal and emerging technologies. International Journal of Educational Technology in Higher Education, 15(1), 3–18.
Garrison, D. R., & Vaughan, N. D. (2008). Blended learning in higher education: Framework, principles, and guidelines. Jossey-Bass.
Graham, C. R. (2006). Blended learning systems: Definition, current trends, and future directions. In C. J. Bonk & C. R. Graham (Eds.), The Handbook of Blended Learning: Global Perspectives, Local Designs (pp. 3–21). Pfeiffer Publishing.
Hrastinski, S. (2019). What do we mean by blended learning? TechTrends, 63(5), 564–570.
Huang, R., Tlili, A., Chang, T. W., & Zhang, X. (2020). Disrupted classes, undisrupted learning during COVID-19 outbreak in China: Application of open educational practices and resources. Smart Learning Environments, 7(1), 1–15.
Kintu, M. J., Zhu, C., & Kagambe, E. (2017). Blended learning effectiveness: The relationship between student characteristics, design features, and outcomes. International Journal of Educational Technology in Higher Education, 14(1), 1–20.
Wei, H., & Wu, X. W. (2023). Integrated innovation in international Chinese education: Connotations, value, and paths. World Chinese Teaching, 37(02), 147–156.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Bingzhang Wu
This work is licensed under a Creative Commons Attribution 4.0 International License.
