The integration of problem-oriented teaching and exploratory learning proves to be a highly efficacious methodology for the examination and conservation of Chinese intangible cultural heritage. This methodology enables students to effectively participate in the educational procedure, resulting in the cultivation of a more profound comprehension and admiration for such cultural traditions. By promoting the engagement of students in the investigation and resolution of actual challenges associated with intangible cultural heritage, an enhancement of critical thinking abilities is fostered, enabling them to actively contribute to endeavors aimed at safeguarding cultural preservation. Furthermore, this methodology advocates for the enhancement of cultural diversity and inclusivity, given that students are provided with ample opportunities to immerse themselves in an extensive array of cultural practices and traditions. On the whole, the amalgamation of problem-oriented teaching and exploratory learning presents a propitious pathway to delve into and advance China's vast and multifarious intangible cultural heritage.

Yanqing Fang. Problem-oriented Inquiry-based Teaching of China's Intangible Cultural Heritage. International Journal of New Developments in Education (2024), Vol. 6, Issue 9: 193-201. https://doi.org/10.25236/IJNDE.2024.060929.

[1] Başaran Mehmet & İlter Merve. (2023) Investigation of the relationship between teachers’ inquiry-based teaching self-efficiency for STEM+S and their computational thinking skills. Research on Education and Media, 15, 2, 1-9. 

[2] Blanda Stephanie A. (2024) An Inquiry-Based Learning Approach to Teaching Undergraduate Cryptology. PRIMUS, 34, 1, 65-77. 

[3] Broadbelt Nalini V. , Jana Nevila, Van Dellen Katrina, Petersen Kristen, Gardner Martha & Young Michelle A. (2024) Development of a Problem-Based Learning (PBL) Course at a Health Professions University. Journal of College Science Teaching, 53, 2, 187-194. 

[4] D. Mani Sheba, Shankar Pathiyil Ravi & Munohsamy Thulasimani. (2024) Inquiry-based approach to pandemics throughout history: understanding healthcare students’ learning experience. Learning: Research and Practice, 10, 1, 29-43. 

[5] Erin Ingram, Trish Wonch Hill, Dena Harshbarger & Jenny Keshwani. (2024) Improving Elementary Pre-Service Teachers’ Science Teaching Self-Efficacy through Garden-Based Technology Integration. Education Sciences, 14, 1, 56. 

[6] Gillies Robyn M. (2023) Dialogic teaching in a Year 5 classroom during cooperative inquiry-based science. International Journal of Educational Research Open, 5. 2, 67. 

[7] Jeffries Stephanie. (2024) Teaching Trees: Revisions to an Inquiry-Based, Service-Learning Field Lab Broaden Student Learning and Better Align With Learning Outcomes. Journal of College Science Teaching, 53, 3, 285-292. 

[8] Kamarudin Muhammad Zulfadhli, Mat Noor Mohd Syafiq Aiman & Omar Romarzila. (2024) ‘How do plants grow?’ teaching photosynthesis using digital inquiry-based science learning. Science Activities, 61, 3, 118-131. 

[9] Kersting Magdalena, Karlsen Solveig, Ødegaard Marianne, Olufsen Magne, Kjærnsli Marit & Suhr Lunde Mai Lill. (2023) Studying the quality of inquiry-based teaching in science classrooms. A systematic video study of inquiry-based science teaching in primary and lower-secondary schools. International Journal of Science Education, 45, 17, 1463-1484. 

[10] Li Xiaoling, Li Zhongxuan. (2024) Core Competency Oriented Problem-Solving Teaching----Taking "Solving Application Problems with a System of Equations" as An Example. Pacific International Journal, 6, 2, 78. 

[11] Paulina Kryg, Bartłomiej Mazela, Waldemar Perdoch & Magdalena Broda. (2024) Challenges and Prospects of Applying Nanocellulose for the Conservation of Wooden Cultural Heritage—A Review Forests, 14, 7, 1174. 

[12] Ruiying Kuang, Changping Hu, Shiyu Huo, Yitian Shi, Xinai Tang & Lulu Mao. (2024) Study on the Psychological Effects of Intangible Cultural Heritage Advertising with Different Degrees of Situational Involvement. Behavioral Sciences14, 7, 623. 

[13] Rusty Bresser & Sharon Fargason. (2023) Becoming Scientists: Inquiry-Based Teaching in Diverse Classrooms, Grades 3-5, Taylor and Francis, 4, 1, 78. 

[14] Twizeyimana Etienne, Shyiramunda Theophile, Dufitumukiza Balthazard & Niyitegeka Gratien. (2024) Tea ching and learning science as inquiry: an outlook of teachers in science education. SN Social Sciences, 4, 2, 143. 

[15] Yánez Pérez Iraya, Toma Radu Bogdan & Meneses Villagrá Jesús Ángel. (2024) The IndagApp mobile app: an inquiry-based science teaching resource: usability evaluation with pre-service teachers. Journal of New Approaches in Educational Research, 13, 1, 45.