Author(s)

Jianhua He ¹, Mai Zhang ²

Affiliation(s)

¹ Institute of Chinese Medical Literature and Culture, Shandong University of Traditional Chinese Medicine, Jinan, China
² School of Art, Shandong Management University, Jinan, China

Corresponding Author

Mai Zhang

ABSTRACT

In 2005, the Ministry of Education put forward "research-based teaching" in Several Opinions on Further Strengthening Undergraduate Teaching in Institutions of Higher Education, emphasizing guiding students to conduct inquiries around frontier issues through diversified teaching methods. Against this background, research-based teaching has gradually become an important direction of higher education teaching reform. However, in the practical implementation of teaching, it is found that some students have difficulties in grasping the overall research fields involved in classroom topics and putting forward research questions. To address this deficiency, based on constructivist teaching theory, this paper introduces the literature visualization analysis tool CiteSpace to construct a research-based teaching model of "structure comprehension–question raising". Taking literature data as the basic resource, this model presents the overall structure of research fields through knowledge mapping, guides students to identify research contexts and potential gaps on the basis of overall cognition, and further promotes the raising of research questions, realizing the transformation from knowledge cognition to research ability cultivation. This paper systematically elaborates the model from three aspects: theoretical basis, model structure and implementation path.

KEYWORDS

Research-Based Teaching, Cognitive Tools, CiteSpace, Teaching Model

CITE THIS PAPER

Jianhua He, Mai Zhang. Construction and Implementation Path of CiteSpace-Enabled Research-Based Teaching Model from the Perspective of Cognitive Tools. Advances in Educational Technology and Psychology (2026). Vol. 10, No. 2, 8-15. DOI: http://dx.doi.org/10.23977/aetp.2026.100202.

REFERENCES

[1] Ministry of Education of the People's Republic of China. Circular on Issuing Several Opinions on Further Strengthening Undergraduate Teaching in Institutions of Higher Education[EB/OL]. http://www.moe.gov.cn/s78/A08/moe_734/201001/t20100129_8296.html, 2010.
[2] Zhang Yin. Researcher–Learner: Construction of Curriculum and Teaching System for Research-Based Learning in Universities[J]. Liaoning Education Research, 2004(07):63-65.
[3] Li Hongxiang, Yao Liming, Shi Manli, et al. Connotation, Characteristics and Process of Research-Based Teaching in Universities[J]. Hunan Social Sciences, 2008(05):172-175.
[4] Liu Zhiyun. Characteristics of Research-Based Teaching in Colleges and Universities[J]. Jiangsu Higher Education, 2006(02):150.
[5] Chen Wei. An Overview of Constructivist Learning Theory[J]. Academic Exchange, 2007(03):175-177.
[6] Cheng Lijuan. Research on the Theory and Teaching Application of Cognitive Tools[D]. Jiangxi Normal University, 2005.
[7] Chen Yue, Chen Chaomei, Liu Zeyuan, et al. Methodological Functions of CiteSpace Knowledge Mapping[J]. Studies in Science of Science, 2015,33(02):242-253.

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