AbstractBlended teaching has emerged as a trend in the digital learning environments of the post-COVID-19 era. In recent years, discussions on ’principled eclecticism’ have arisen in the field of foreign language education. Principled eclecticism advocates for teachers to integrate various teaching methods, techniques, and strategies, tailoring them to learners’ goals, needs, and situations to create diverse and flexible foreign language classes. Learner-centered diversified teaching not only aligns with the concept of hybrid teaching in the post-COVID-19 pandemic era but also coincides with the ’teaching in accordance with aptitude’ (yīncáishījiào) advocated in Confucius’ thought. A literature review revealed that ’principled eclecticism’ was proposed in 2000 and has been discussed in the context of English teaching. This study employed Boolean Logic to search for relevant Chinese and English terms in major academic research databases (Taiwan’s online Airiti Library, ERICDATA, National Digital Library of Theses and Dissertations in Taiwan, China Academic Journals Full-text Databas (CJFD), China Masters’ Theses Full-text Database (CMFD), China Dissertations Database, EBSCOhost, ProQuest and ERIC- Education Resources Information Center), however, very little discussion on the application of principled eclecticism in the Chinese language teaching. A systematic literature review on the core concepts of principled eclecticism in foreign language education has been conducted in this study to fill the knowledge gap in Chinese language teaching research and practice. Applying principled eclecticism, this study has also developed a lesson plan, taking ’Wàngzǐchénglóng Wàngnǚchéngfèng’ (Hope children will have a bright future) as an example, for Chinese language teaching, as well as a checklist with 22 items for principled eclectic Chinese language teaching that can be applied in future research and practice.