On the afternoon of May 7, 2026, the lecture series of the College of Liberal Arts 'Excellence Training Camp for Future Chinese Language Teachers was successfully held at the Hong' ai Auditorium in the Middle Building. Professor Pang Ran was invited to deliver a report titled "Performance-Based Task Design and Practice Based on Core Chinese Language Competencies" for faculty and students. A graduate of the Chinese Language and Literature (Teacher Education) program in 2003, Professor Pang currently serves as the Head of the Chinese Language Teaching Research Group at Nanjing Normal University Affiliated High School, a Jiangsu Provincial Distinguished Teacher, a candidate for the Jiangsu Province 333 High-Level Talent Development Program, and a dual leader in both academic discipline and moral education in Nanjing. She has received numerous honors, including first prize in the inaugural Jiangsu Provincial Chinese Language Teaching Skills Competition, first place in the Jiangsu Provincial Homeroom Teacher Skills Competition, first prize in the Yangtze River Delta Region Homeroom Teacher Skills Competition, and first prize in the Chinese Language Newspaper Cup National Classroom Teaching Competition. The lecture was chaired by Deputy Secretary Le Yiting.

At the outset of the lecture, Professor Pang Ran emphasized that the primary objective was not to engage in theoretical discourse, but rather to leverage his extensive frontline teaching experience to demonstrate, break down, and analyze how to deliver an effective Chinese language class to the students present. He systematically outlined key components—from considerations during the lesson planning phase and instructional progression strategies to efficient classroom delivery methods—aiming to provide students with a comprehensive and transferable approach to lesson preparation and instruction.

Professor Pang used Lu Xun's essay "In Memory of Forgetting" as a case study to comprehensively demonstrate the design and teaching process of Chinese language courses under the new curriculum standards. He began by creating a authentic learning scenario—the core task of "designing exhibition panels for the Nanjing Lu Xun Memorial Hall" —and established the thematic focus of "Lu Xun and His Young Friends." This contextual approach immediately immersed students in a concrete and tangible learning environment. Through three meticulously designed performance-based tasks, Professor Pang structured the entire lesson using a task-driven methodology. In the first task, students identified textual passages reflecting the friendship between Lu Xun and Rou Shi, explained their rationale for recommending them as exhibition subjects, and received timely historical context to deepen their understanding of their profound bond. Subsequently, students selected visual elements for the panels—including letters, photos of Rou Shi, illustrations from Lu Xun-Rou Shi's collaborative book *Yiyuan Chaohua*, textbook prints, and Lu Xun's poetic lines ("In dreams, faintly I see my mother's tears; On the city walls, changing banners of kings; How can I bear to watch my peers become new ghosts? I rage among blades, seeking a short poem!")—while analyzing each verse in detail. This process allowed students to discern the interplay between personal circumstances, historical context, and emotional depth, revealing Lu Xun's profound critique of the tragic fate of his young friends and his earnest longing for peace. Finally, Teacher Pang asked the students to write an introduction for the Rou Shi exhibition panel under the title "A Memorial for Forgetting," thereby assessing their depth of understanding of the text's central theme and their comprehensive expressive skills. After the students completed their work, he demonstrated how to integrate fragmented designs into a cohesive panel and assigned an extension task for further study.

After conducting a thirty-minute classroom demonstration, Professor Pang moved beyond the specific teaching scenario to return to a theoretical analysis. Drawing on his own course case study paper, he provided a more rational and comprehensive interpretation of the lesson from the perspectives of instructional design principles, task logic, and the implementation of core competencies. Professor Pang emphasized that with the ongoing advancement of the new curriculum standards, Chinese language teaching has shifted from a "knowledge-centered" approach to a "competency-centered" one, advocating for "task-oriented instruction using learning projects as the vehicle." In this context, "performance tasks" —with their unique advantage in integrating learning contexts, content, methods, and resources—have increasingly become a pivotal tool for transforming Chinese language classroom practices. He further explained that the intent of this lesson design was to guide students, through completing three performance tasks, to apply their acquired knowledge in solving real-world problems within authentic cultural communication scenarios via textual analysis, information synthesis, and creative expression. Instead of merely understanding the text, students were driven by tasks to repeatedly engage with the material, combining perceptual and rational thinking to grasp the intrinsic essence of the essay "In Memory of What Was Forgetting." Through this process, students naturally developed a deep understanding of the text's central theme, achieving a genuine transition from "learning Chinese" to "using Chinese."

During the Q&A session at the end of the lecture, students engaged in an in-depth discussion with Professor Pang, drawing on their real-world challenges encountered during internships and academic studies. They addressed key topics such as the design criteria for performance-based tasks, pacing management in task-driven classrooms, and how to balance situational context creation with close textual analysis. Professor Pang patiently addressed each question, responding to students' concerns with vivid case studies and practical recommendations. The session featured frequent interactions and maintained a lively atmosphere.

In her summary, Deputy Secretary Leyiting expressed heartfelt gratitude for Professor Pang Ran's insightful presentation. She noted that Professor Pang not only delivered a vivid and engaging demonstration lesson but also systematically analyzed the underlying logic and considerations behind excellent instructional designs from a theoretical perspective, providing students with clear guidance for future lesson preparation, teaching practice, and educational research. She encouraged the students to take Professor Pang as a role model, continuously hone their skills in text interpretation and task design through practical application, and strive to become Chinese language teachers of the new era who possess sound educational philosophies, effective teaching methods, and a strong sense of responsibility.