On the Construction of Teaching Content in Graduate Classroom

Graduate-level instructional content, as the operational embodiment of curricular frameworks and pedagogical materials, requires systematic construction through four-dimensional optimization: difficulty, breadth, novelty, and structural integrity: 1) In terms of difficulty, it should align content depth with learners' developmental zones through differentiated scaffolding and stimulate their interests as well. 2) Determine the "scope" and "boundary" of teaching content in terms of breadth.3) Aiming at the 'frontline' of practical novelty and the forefront of theory, skilled in transforming curriculum and research outcomes into classroom teaching content, and involving graduate students in the design and generation process of teaching materials. 4) Focus on the vertical integration and horizontal connection of teaching content structurally, eliminate the gaps between content sections, and form a problem-linked content structure.