Abstract

In modern higher education, fostering critical thinking and literary appreciation is essential. This study examines an instructional approach integrating reflective and collaborative learning to enhance these skills. Reflective learning cultivates self-evaluation and deep analysis, while collaborative learning promotes peer interaction and knowledge construction. Using an experimental design, the study involves second-year literature students at Lijiang Normal Junior College, dividing them into an experimental group (integrated learning) and a control group (traditional instruction). Pre- and post-tests assess students’ improvements in critical thinking and literary appreciation. Statistical analysis confirms that the integrated approach significantly enhances students’ analytical abilities and literary engagement. These findings suggest that combining reflective and collaborative strategies can be an effective pedagogical model for literature education.

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