Maritime Silk Road Study (World Ocean Trade in Song and Yuan China) Study Course (Quanzhou): Teaching Objectives, Curriculum and Task List

Maritime Silk Road study takes place in Quanzhou: students read about Song Dynasty ships at the Overseas Transportation History Museum, saw multi-religious relics at Kaiyuan Temple, and understood the relationship between engineering and trade at Luoyang Bridge.

The courses are stratified into upper primary school and junior high schools, with a teacher-student ratio of 1 research instructor to 50 students; verified as of 2026-10.

Teaching goals and literacy goals

• Concept of time and space: Putting "the largest port in the East" back into the Eurasian trade network from the 10th to the 14th century, rather than a slogan
• Historical data evidence: First-hand material interpretation training using the Song Dynasty ships and religious stone carvings collected by Maritime Communications Museum
• Identity of family and country: Understanding ancient China’s open system and governance methods from the coexistence of multiple religions
• Interdisciplinary: geography (monsoons and routes), science (watertight compartments), Chinese (explanatory writing)
• Practical output: The team completed a structural diagram of a Song Dynasty ship, a "Tibetan merchant account" and a report

Available school stages: upper primary school and junior high school. The teaching objectives are written into each plan hierarchically by school stage, and should be confirmed with the school before leaving the group.

Course schedule (example structure, customized to the school calendar)

Maritime Silk Road Study (World Ocean Trade in Song and Yuan Dynasty China) Study Course Schedule (checked as of 2026-10)

time	location	Teaching activities and tasks	Output
09:00	Overseas Transportation History Museum	Structural records of sea-going ships in the Song Dynasty and the principle of watertight compartments	A structural diagram of a seagoing ship
10:30	Kaiyuan Temple	Find architectural traces of three different religions and record their locations	Inventory of multi-religious heritage
12:00	Research classroom (agreed hotel)	Lunch and lunch break, task single stage summary	Morning record sorting
14:00	Luoyang Bridge	Tide observation at bridge site and record of raft foundation	One page of engineering notes
15:30	Xunpu Village	Survey on Oyster Shell Building Materials and Experience with Hairpin Wai	Building Materials Comparison Photo Archive
16:30	Study classroom	Group reporting and scoring	Study diary and report score sheet

Research bases and locations

• Quanzhou Overseas Transportation History Museum (Song Dynasty ships, religious stone carvings)
• Kaiyuan Temple (East-West Pagoda, Sanglian Ancient Well, Master Hongyi Memorial)
• Luoyang Bridge (presided over by Cai Xiang, raft-shaped foundation and oyster solid foundation)
• Xunpu Village (the intangible customs of Oyster Shell House and Hairpin Flower Wai)
• Extension of world heritage sites (Zhenwu Temple, Thean Hou Temple, according to the reception arrangements of the museum on the day)

Operational guarantee

• Warning lines are set up on the riverside and reef sections. The tide tables are checked on the same day and no collection is made beyond the lines.
• The hairpin experience in Changpu uses environmentally friendly materials, and students with allergies should report alternatives in advance.
• The ratio of indoor pavilions to outdoor points is controlled at 1:2, and backup indoor modules are used on high-temperature days.
• There is 1 study instructor for every 50 students, and additional teachers accompanying the school
• For transportation, vehicles with operational qualifications must be used, and driver qualifications must be reported before departure.

Frequent issues between schools and parents

How many students can be in a group at most?

The ratio is 1:50, and additional instructors will be assigned for the excess. The upper limit of the full group is subject to the school’s safety requirements.

Can elementary school students take this course?

It can be downgraded according to the upper elementary school level: the task list is mainly pictures and collections, and the interpretation of historical materials is changed to listening to stories and sorting games.

Can the task list be customized according to the school template?

Yes. After the school provides the template, we rearrange the taskbar according to the order of the day's points, and the evaluation caliber retains the school's original fields.