Frontiers in Educational Research, 2026, 9(9); doi: 10.25236/FER.2026.090904.
Jianlin Yu
School of Social Development, Tianjin University of Technology, Tianjin, China
There is a common problem in humanities and social sciences courses, which is the lack of classroom interaction and low student participation. In the Family Sociology course, students’ familiarity with the family actually creates cognitive barriers, making it difficult for them to form sociological imagination. This paper proposes “ritual as a teaching method”, enabling students to perform wedding ceremonies from different historical periods and cultures through cross-temporal role-playing, and designs a complete research-performance-reflection process. Practice shows that this plan significantly enhances students’ multi-dimensional course participation and achieves a transformation from passive acceptance to active construction. The paper suggests that role-playing based on rituals provides a feasible path for deepening participation in social science courses. Its core strategies of finding structural carriers, designing embodied presentation, and promoting cognitive improvement through comparative discussions can be extended to other humanities and social sciences courses, providing practical references for solving the problem of shallow participation.
Family Sociology, Course Participation, Embodied Teaching, Role-Playing, Ritual
Jianlin Yu. Ritual as a Teaching Method: An Embodied Teaching Approach for Enhancing the Participation in Family Sociology Course. Frontiers in Educational Research (2026), Vol. 9, Issue 9: 27-32. https://doi.org/10.25236/FER.2026.090904.
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