Learning Through Inquiry: Using Student-Generated Questions to Teach China’s Economy

This paper presents a structured question-generation assignment implemented in an upper-level undergraduate course on China’s economy. Each week, students submitted multiple-choice and essay questions based on assigned readings, fostering close reading, peer feedback, and formative assessment. The assignment evolved through rubric-based evaluation and contributed to a growing test bank. Over time, student submissions showed improved clarity and analytical depth. Grounded in active learning and cognitive theory, this approach helped students engage with unfamiliar institutional content. Though developed for China’s economy, the assignment is adaptable to other economics courses that explore distinct institutional, historical, or policy contexts.

by Liping Zheng

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Zheng, L. (2025). Learning Through Inquiry: Using Student-Generated Questions to Teach China’s Economy. Available online at Journal of Economics Teaching, DOI: 10.58311/jeconteach/1e17f5e0d483ff2ec385951165c18a10963b5ac2

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