International Journal of Educational Development
International Journal of Educational Development ISSN Print: 3104-4263 ISSN Online: 3104-4271 CD ISSN: 3104-428X
Research on Blended Teaching of Advanced Mathematics in Private Universities under the OBE Concept : Perspectives on Teachers' Instructional Leadership Practices and ICT Competence
This study investigates the implementation of a blended teaching model in private universities within the Outcomes-Based Education (OBE) framework, focusing on teachers' instructional leadership practices and their ICT capabilities in college mathematics courses. By examining the OBE concept, instructional leadership practices of educators, ICT competencies of mathematics instructors, and the interplay between instructional leadership and ICT capabilities, this research seeks to integrate theoretical insights with practical applications through case analysis. It is anticipated that the exploration and application of this blended teaching model, grounded in teachers' instructional leadership and ICT capabilities within the OBE framework, will enhance students' interest in learning and improve both student learning outcomes and the instructional effectiveness of teachers.
Teacher Instructional Leadership Practice
Copyright (c) 2026 by author(s) and Erytis Publishing Limited https://creativecommons.org/licenses/by-sa/4.0
Applying Situational Language Teaching to Senior High School English Vocabulary Instruction
Vocabulary constitutes the foundation of the senior high school English language system and a prerequisite for developing learners' language competence, thinking quality and cross-cultural awareness. Conventional vocabulary pedagogy, however, remains rigid and is plagued by a persistent gap between knowledge acquisition and application, inefficient memorization, low classroom engagement, and weak productive competence—shortcomings that ill fit the educational goals set out in the revised national curriculum standards. Drawing on unit-level teaching cases from senior high school English textbooks, this paper examines the strengths of situational language teaching in vocabulary classrooms and objectively analyzes the practical obstacles that impede its implementation. Building on classroom realities, it proposes targeted optimisation strategies to yield a feasible, actionable pathway for vocabulary instruction. The approach seeks to foster learners' autonomous learning capacity and strategic language use, advance their English core competencies, and support reform efforts toward more efficient vocabulary classrooms.
Integrating Management Accounting Cost Control for Cross-Border E-commerce Tourism Products with STEM Education
Against the backdrop of the convergence of the digital economy and the experience economy, the market for cross-border e-commerce tourism products is growing rapidly, and its dynamic, multi-faceted cost structure presents new challenges for management accounting. Traditional cost control methods and corresponding talent development models struggle to meet the industry’s demand for data-driven, agile, and multi-skilled professionals. This study focuses on this practical issue, exploring feasible pathways for integrating STEM educational principles into management accounting teaching. It constructs a four-dimensional competency framework centred on science, technology, engineering, and mathematics and further designs an integrated teaching implementation system covering curriculum restructuring, faculty development and resource coordination, aiming to provide a systematic reference for alleviating the structural mismatch between talent supply and demand. In the future, this teaching model can be continuously refined through deepening case development, optimising simulation environments, and improving long-term evaluation mechanisms, thereby better serving the industry’s high-quality development.
Research on the Application of Communicative Language Teaching in Foreign Language Education from the Perspective of Post-method
Communicative Language Teaching (CLT), which centers on developing learners’ authentic communicative competence, has been widely adopted as a mainstream approach in foreign language education in China. This paper first reviews the theoretical origins and framework of CLT, then examines its pedagogical strengths in light of the requirements of China’s New English Curriculum Standards, and analyzes the practical challenges it encounters in classroom implementation. Drawing on the post-method pedagogy, the paper further explicates the core tenets of post-method thinking and its inherent relationship with CLT, arguing that CLT should be integrated with other teaching approaches in the post-method era. The study finds that CLT alone cannot fully address the needs of local foreign language classrooms in China. Foreign language teachers should therefore reconstruct classroom practice through a post-method lens, moving beyond a rigid adherence to any single method. By integrating diverse pedagogical strategies in response to actual classroom contexts, teachers can foster the coordinated development of students’ foundational language proficiency and communicative competence.
Designing Inclusive STEM Classrooms: Practical UDL Strategies for Special Education
Inclusive STEM education is not simply about giving students with disabilities access to the same classroom activities as their peers. It also requires teachers to think carefully about how STEM content is presented, how students participate, and how they are able to demonstrate what they have learned. This article examines Universal Design for Learning (UDL) as an approach to making STEM instruction more accessible in special education classrooms. It first considers the development of inclusive STEM education and some of the barriers that continue to affect students, including challenges related to school structures, teacher preparation, curriculum design, and individual learning needs. The discussion then looks at how the three main principles of UDL, multiple means of representation, action and expression, and engagement, can be applied in everyday STEM teaching. Classroom examples include a travel-planning project built around a budget, a model ecosystem activity, the use of an adaptive mathematics platform, station rotation, and several existing inclusive STEM programs. These examples show how strategies such as differentiated instruction, assistive technology, project-based learning, flexible assessment, and formative feedback can give students more ways to access content and participate meaningfully in STEM learning. At the same time, UDL is unlikely to be effective when it is treated as a collection of isolated classroom strategies. Its success depends on thoughtful curriculum planning, adequate support for teachers, accessible technology, and regular evaluation of student needs and progress. The study concludes with practical recommendations for educators seeking to create STEM learning experiences that are both academically meaningful and accessible to students in special education.
AI-Empowered English Writing Learning: A Review and Reflection Based on a Teaching Practice
Writing is an advanced manifestation of comprehensive language proficiency and a key skill in second language acquisition that holds significant learning potential, yet it has long posed challenges for Chinese learners. The advent of the AI era has introduced new variables into writing learning, but how technology can genuinely serve learners’ cognitive processes, rather than merely remaining at the level of tool integration, still requires in-depth examination. From the perspective of English pre-service teachers, this paper first analyzes the persistent difficulties in traditional English writing learning across three dimensions: input, process, and feedback. It then examines a national finalist entry from the 2025 FLTRP “Star of Teaching” Competition as a case study, scrutinizing how its instructional design leverages AI tools to address the aforementioned difficulties. On this basis, it distills implications for AI-empowered writing learning from three stages: pre-writing diagnosis and material adaptation, in-writing process tracking and dynamic guidance, and post-writing multi-dimensional intelligent assessment and feedback. Additionally, considering pre-service teachers’ dual identity as both “learners” and “future teachers,” the paper explores pathways for developing their writing learning and teaching competencies in the AI era.
Cultivating Student Loyalty in Higher Education Through AI-Driven Service Quality and Learning Stickiness
With the development of artificial intelligence in recent years, many improvements have been made to the services offered by higher education institutions for students. Student loyalty is now an important index of the institutional competitiveness, as the more loyal the students, the stronger their sense of belonging to the school. Based on research, Artificial Intelligence is expected to meet the diverse learning needs and motivation requirements of all students for their studies and life better. Learning Stickiness is a necessary condition for the long-term engagement of students in the school system. The paper also raises problems such as privacy, technological imbalance and human-centered education in this situation to put forward some ideas for the development of universities under responsible AI.
Application and Practice of Thinking Visualization in Senior High School English Reading Teaching
To address the challenges implicit thinking processes, superficial comprehension, and disconnection between linguistic competence and thinking quality cultivation among students in senior high school English reading teaching, thinking visualization provides an effective solution. This method converts abstract information processing, logical connections, and structural analysis in reading comprehension into intuitive graphics via diverse visual tools. Teachers should flexibly apply various visualization tools throughout all stages of reading teaching, guiding students to systematically sort out texts, analyze logical relations, compare viewpoints, and transfer and apply knowledge. Combined with concrete teaching cases, this paper analyzes the feasibility of applying thinking visualization tools to senior high school English reading teaching, aiming to offer a new perspective for reading instruction.
Cross-Regional Higher Education Collaboration amid Industrial Transformation: Guangdong–Taiwan Cooperation Mechanisms and Pathways for ASEAN Extension
Industrial transformation is pressing higher education to renew curricula, experiential learning, and regional engagement simultaneously. This conceptual policy study examines Guangdong–Taiwan collaboration and its extension to the Association of Southeast Asian Nations (ASEAN) through a synthesis of recent research on university–industry cooperation, regional higher education, student mobility, micro-credentials, and digital transformation. Five mutually reinforcing mechanisms emerge: coordinated governance, competency-oriented curricula, cross-regional project learning, joint research translation, and integrated quality and digital support. Shared competency standards and authentic industry assignments can connect teaching with innovation, while professional project management can reduce the costs created by institutional differences. ASEAN extension should be differentiated by national capacity, co-designed with local partners, and advanced in stages so that curricula, credentials, faculty roles, and workplace learning remain locally relevant. The framework links talent development, industrial upgrading, and regional cooperation within one institutional model.
Applying Task-Based Language Teaching to Junior High School English Reading: A Teaching Design Based on “Improve Your Eating Habits”
Against the background of core-competency-oriented curriculum reform and the English Curriculum Standards for Compulsory Education (2022 Edition), junior high school English reading instruction is expected to support the development of reading comprehension, purposeful language use, thinking and learner autonomy. Task-based language teaching (TBLT) organizes learning around authentic, meaning-focused tasks and encourages students to learn through purposeful language use. This paper reviews the theoretical foundations of TBLT, discusses its pedagogical advantages and practical challenges in junior high school reading, and proposes improvement strategies in task design, teacher development, differentiated group participation, and assessment. It then presents an illustrative teaching design for Unit 4 Section B, “Improve Your Eating Habits,” in the 2024 People’s Education Press Grade 7, Volume 2 textbook. The design follows a pre-task, task-cycle, and post-task sequence in which students identify the three poor eating habits described in the text and the related advice, survey group members’ eating habits, develop personal improvement plans, and report group findings in English. The paper argues that purposeful task design, appropriate teacher scaffolding, inclusive group organization, and process-oriented assessment are important conditions for using TBLT to support reading instruction and relevant dimensions of students’ core competencies. The design is a pedagogical illustration rather than an empirical intervention.
The Application of Question Chain in Senior High School English Reading Instruction
Questioning is an important way of interaction between teacher and students. It’s also one of the methods for teachers to focus the students’ attention and check their understanding for what they have learned. In reading class, English teachers usually adopt the teaching strategy of providing students with a series of questions to guide them understand the reading materials. However, most of these question designs are characterized by fragmentation and superficiality, which runs counter to the cultivation of students’ thinking ability as advocated in the new curriculum standards for senior high school English. This paper aims to overcome these disadvantages of traditional reading instruction through the design of question chain, to help students to understand the reading text deeply and develop their thinking quality like critical thinking and creative thinking.
Research on Strategies for Optimizing Foreign Language Emotional Experience through the Design of Comprehensive Practical Assignments in Junior High School English from the Unit Perspective
The National English Curriculum Standards for General High Schools (2017 Edition, 2020 Revision) propose that teachers should design unit assignments and lesson assignments based on students' cognitive characteristics and learning needs at different educational stages. This design should take into account individual differences while aligning with unit teaching objectives, ensuring a balance in the content, difficulty, and quantity of assignments. The aim is to foster positive emotional experiences and enhance students' sense of self-efficacy. However, in practice, assignments primarily focus on knowledge reinforcement and mainly assess students' language proficiency. There is a lack of connection to unit themes, relevant context creation, and real-life application. Moreover, assignments do not adequately assess or cultivate students' learning abilities, critical thinking, or cultural awareness. Therefore, this paper aims to explore strategies for designing comprehensible practical assignments from a unit perspective, aiming to enhance the enjoyment of foreign language learning.
Theoretical Framework and Pathway Optimization for Cultivating Cultural Awareness in High School English Reading Instruction
Cultural awareness, as a core component of senior high school English key competencies, is essential for enhancing students' intercultural communicative competence in the context of globalization. Based on intercultural communication theory, cultural adaptation theory, and constructivism, this study conducts a systematic theoretical analysis of the cultural awareness cultivation in senior high school English reading teaching. It explores the inherent contradictions and realistic dilemmas in the current cultivation process from the perspectives of curriculum standards, teaching logic, and cognitive laws, and constructs a multi-dimensional and systematic cultivation path. The study holds that the core of cultural awareness cultivation lies in realizing the organic integration of language teaching and cultural teaching, and proposes optimization strategies from three levels: theoretical guidance, teaching practice, and cognitive reconstruction. This study enriches the theoretical system of cultural awareness cultivation in English reading teaching and provides theoretical reference for promoting the in-depth development of senior high school English teaching reform.
Integrating Authentic Context-Based High School English Grammar Instruction with Writing Continuation Tasks
Traditional high school English grammar teaching has long suffered from the problem of being detached from context and separating learning from application. Although students can memorize grammatical rules, they struggle to apply them flexibly in authentic writing. To address this contradiction, this paper takes the teaching of the simple past tense as an example to explore a grammar instructional design model that integrates authentic contexts, serialized stories, and continuation writing as output. Adopting a task-based teaching design approach, the study uses two letters to construct a serialized story context, around which a progressive task chain is designed—from grammar perception, focus on form, and rule induction to continuation writing output—with continuation writing serving as the final production stage of grammar instruction. Through the application of this design in high school English classroom teaching, observations of students' continuation writing works and classroom performance indicate that the serialized story context effectively stimulates students' narrative motivation. Most students are able to correctly use the simple past tense to narrate continuous events in their continuation of the third letter, with noticeable improvement in both grammatical accuracy and awareness of tense consistency. The findings suggest that grammar instruction driven by serialized story contexts can bridge the gap between grammatical rule learning and authentic language use. The continuation writing output task, as the production phase of grammar acquisition, demonstrates significant pedagogical effectiveness, and this design model provides a feasible innovative pathway for high school English grammar teaching.
Research on the Strategies of Cultivating Critical Thinking in Junior High School English Teaching
Critical thinking, as a vital component of “thinking quality” within the core competencies of the English discipline, holds a significant position in English language teaching. The emphasis placed on cultivating students’ critical thinking in the Compulsory Education English Curriculum Standards, the requirement for the integration of diverse Chinese and foreign cultures in junior high school English textbooks, and the intrinsic need for the rapid development of junior high school students’ cognitive abilities all underscore the urgency of enhancing critical thinking cultivation in junior high school English instruction. This study, drawing on a literature review and theoretical analysis, identifies the key problems in cultivating critical thinking in junior high school English teaching and proposes corresponding strategies to address them. It offers practical implications for junior high school English educators seeking to align classroom instruction with competency-based educational reform.
Research on the Development Path of Junior High School English Teachers’ Core Literacy under the New Curriculum Standard
The 2022 Edition of Compulsory Education English Curriculum Standard has formally established a core literacy-oriented English education system, defining four core literacy goals: linguistic competence, cultural awareness, thinking quality, and learning ability. It has transformed junior high school English teaching from the traditional knowledge-based orientation to a literacy-based orientation. As the core subject of curriculum implementation, classroom teaching and literacy cultivation, teachers’ core literacy directly determines the implementation effect of the new curriculum standard and the quality of students’ literacy development. At present, junior high school English teachers still have prominent deficiencies in conceptual cognition, teaching practice, evaluation capability and comprehensive literacy, which fail to meet the requirements of the new curriculum reform. Based on the core concepts of the new curriculum standard, this paper defines the connotation of junior high school English teachers’ core literacy, analyzes the practical dilemmas in teachers’ professional development, and explores feasible development paths from five dimensions: concept innovation, classroom teaching empowerment, evaluation transformation, teaching research optimization and digital empowerment. It provides theoretical references and practical implications for the professional growth of junior high school English teachers and the high-quality development of English classroom teaching.
An Exploration of Practical Classroom Teaching of Senior High School English Continuation Writing Based on Textual Cohesion Theory
The New English Curriculum Standards for Senior High (2017 Edition, Revised 2025) attach great importance to cultivating students’ textual coherence, yet senior high students often produce logically disjointed continuation writing due to insufficient command of cohesive devices. Most classroom teaching overemphasizes grammar correction and ignores systematic cohesion training. Grounded in Halliday’s textual cohesion theory, this paper distinguishes grammatical and lexical cohesion and constructs a two-stage teaching framework covering theoretical learning and writing practice. With the narrative text Little Shoes as a teaching example, the study adopts question chains and mind maps to guide students in identifying and applying cohesive expressions. This teaching design can effectively improve the logicality and stylistic consistency of students’ compositions, and provide operable references for integrated reading and writing teaching in senior high schools.
Multidimensional Reconstruction for Foreign Language Enjoyment
Foreign Language Enjoyment, as an important affective variable from the perspective of positive psychology, plays a positive role in learners’ motivation, classroom engagement, and language development. However, existing studies have mainly focused on the conceptualization, influencing factors, and effects of foreign language enjoyment, while relatively little attention has been paid to its application in classroom teaching. Based on the multidimensional construct of foreign language enjoyment, this paper explores pedagogical approaches to fostering foreign language enjoyment from three dimensions: task design, learning process, and assessment. Specifically, multimodal output tasks are used to enhance learners’ sense of achievement, collaborative learning and peer support are employed to foster a positive classroom emotional climate, and reflective activities are adopted to reinforce and sustain positive learning experiences, thereby forming a pathway for fostering foreign language enjoyment through task, process, and assessment. This paper aims to provide guidance for cultivating positive emotions and optimizing instructional practices in foreign language classrooms.
Automatic detection of inconsistencies between MOOC text reviews and ratings based on BERT+RNN model
To address the inconsistency between text reviews and star ratings on Chinese university MOOC platforms, this paper proposes a BERT+RNN-based automatic detection and correction model. The study collected 343519 course reviews and constructed a five-category sentiment labeling system (class 1–class 5) through manual annotation. The performance of three deep learning models, namely, a CNN, an RNN, and a BERT+RNN, was compared. Experimental results show that the BERT+RNN model achieved an accuracy of 93.7% on the test set, outperforming other models. The model was used to automatically correct the ratings of all reviews, with a total of 27794 reviews (8.1% of the total), representing different ratings between the original and model-generated annotations. Subject and course satisfaction rankings were analyzed based on the corrected ratings. This study provides an effective technical approach for improving the reliability of MOOC evaluation data and platform governance, and has strong practical application value.
Exploring the Application of the 5E Instructional Model in Senior High School English Reading Instruction
English reading instruction is one of the primary approaches to fostering students’ core competencies in English. However, current reading instruction in senior high schools is often characterized by superficial and fragmented question design, as well as low levels of student engagement and participation. The 5E Instructional Model consists of five interconnected phases: Engagement, Exploration, Explanation, Elaboration, and Evaluation. Through the analysis of a representative teaching case, this study explores the practical application of the 5E Instructional Model in senior high school English reading instruction. The findings suggest that the model effectively enhances students’ learning motivation, reading comprehension, and language application abilities, thereby facilitating the development of their core competencies in English.
Senior High School English Reading Instruction
Paths and Practices of Integrating Fine Traditional Chinese Culture into Senior High School English Reading Teaching
Fine Traditional Chinese Culture constitutes the spiritual lifeline and cultural foundation of the Chinese nation. Integrating Fine Traditional Chinese Culture into senior high school English reading teaching serves as a vital approach to fulfilling the fundamental task of fostering virtue through education and cultivating students’ cultural awareness, one of the core competencies of the English subject. Based on an analysis of prominent problems existing in the integration of traditional culture into current senior high school English reading teaching, this paper puts forward four practical pathways: identifying cultural symbols, excavating cultural connotations, speculating on cultural inheritance, and integrating multimedia resources. Taking the reading passage Time for a Change? from Unit 2 Let’s Celebrate! in FLTRP Senior High English Compulsory Book 2 as a research case, this paper elaborates detailed teaching designs corresponding to each pathway, aiming to provide references for the effective integration of traditional culture into senior high school English reading instruction.
A Study on the Application of Scaffolding Instruction to Continuation Writing Teaching in Senior High School English
Continuation writing combines language input and output, which helps develop students’ comprehensive language ability and facilitates the achievement of core competencies. However, in current senior high school classrooms, students’ ability to integrate reading and writing is notably inadequate, and teachers’ instructional focus often deviates from the core objectives of this task. Scaffolding instruction, grounded in the Zone of Proximal Development and constructivism, advocates providing timely support at the threshold of students’ competence and gradually withdrawing it, thus offering a theoretically compatible solution to improve this teaching situation. This study makes the scaffolding procedure into five phases in the continuation writing classroom, namely constructing scaffolding, entering the scene, exploring independently, cooperative learning and evaluation, and uses the teaching case to illustrate the guidelines of implementation in each phase. The case shows that this model effectively stimulates students’ emotional engagement and logical reasoning, guiding them to constantly enhance their own abilities and ultimately enabling them to produce continuations that align with the original text in both style and emotional coherence. The research not only provides frontline teachers with a clear classroom framework but also enriches the practical pathways for implementing continuation writing instruction in theory and practice.
Coordinating the Development of Foreign Language Curriculum-based Ideological and Political Education and Global Competence Cultivation
Curriculum-based ideological and political education is a key practice for constructing a comprehensive ideological and political education framework, embodying the mission of “taking charge of one’s own teaching area and fulfilling one’s educational responsibility”. Institutions of higher learning, as venues for advanced academic research, must continuously cultivate patriotic talents with an international vision and effectively address the fundamental educational questions of “who to cultivate, how to cultivate them, and for whom to cultivate them”, which drives educational reform and development to new heights. Against the backdrop of comprehensively advancing China’s modernization drive, steadily promoting the Belt and Road Initiative, and fostering a global community with a shared future for mankind since the 21st century, cultivating college students’ global competence carries equally strategic significance. The Outline for Building a Strong Education Country (2024–2035), the first national action plan centered on advancing socialist modernization, provides top-level institutional design for the integrated development of education, science and technology, and talent training, serving as a strategic underpinning for advancing Chinese-style modernization. Drawing on the instructive guidelines of the Outline concerning curriculum-based ideological and political education and global governance, this paper constructs a collaborative advancement mechanism linking educational modernization, the development of a strong education country, and the realization of Chinese-style modernization. It explores new approaches to talent training, empowers the reserve of high-caliber talents for the new era, boosts the development of a strong education country, and fosters a positive interactive cycle between educational modernization and national rejuvenation.
The Outline for Building a Strong Education Country
Curriculum-Based Ideological and Political Education
A Comparative Analysis of Writing Sections in Old and New Editions of FLTRP Senior High School English Textbooks
This study takes the writing sections of Unit 1 in the compulsory English textbook for senior high school (Grade 10) published by Foreign Language Teaching and Research Press (FLTRP) in the 2004 and 2019 editions as the research objects, and conducts a comparative analysis of the similarities and differences between the two editions in terms of writing content, activity design, exercise arrangement, and other aspects. The research shows that the new edition (2019) places greater emphasis on the design of writing tasks in real-life contexts, highlights the expression of personal experiences in the form of diaries, and demonstrates stronger communicative and authentic characteristics. In terms of activity design, the new edition follows the cognitive process of “Comprehension—Development—Practice”, focuses on the construction of writing scaffolds and process guidance, and embodies the concept of the process-based approach to writing. Additionally, the new edition has strengthened the diversity and operability of writing practice activities. The study points out that the 2019 edition is more in line with the core literacy requirements specified in the National English Curriculum Standards for General Senior High Schools (2017 Edition, Revised in 2020). It reflects a shift from “output-oriented” to “literacy-oriented” and “process-oriented” approaches, which provides important implications for the updating of teachers’ teaching concepts and the improvement of students’ writing abilities.
the old and new editions of the textbook
From Cultural Cognition to Global Competence: A Teaching Design for Cultivating Intercultural Communicative Competence through Festival Discourse
Festival-themed discourses are important carriers of cultural connotations in high school English textbooks. However, current teaching practices often remain at the level of language knowledge explanation and superficial cultural comparison, lacking systematic cultivation of intercultural communicative competence and global competence. Taking the reading lesson Spring Festival from the Beijing Normal University High School English Textbook (Book 1, Unit 3) as a case study, and drawing on the three-dimensional framework of intercultural competence (cognitive understanding, affective attitudes, and behavioral skills) proposed by the Intercultural Research Center of Shanghai International Studies University, this paper designs layered and progressive teaching activities. It guides students from interpreting cultural differences between China and other countries to exploring the global dissemination of local culture, achieving an advancement from "cultural cognition" to "cultural identity" and then to "intercultural action," ultimately aiming at the cultivation of global competence. Teaching practice shows that this design effectively enhances students' cultural critical thinking, national pride, and international perspective, providing a feasible paradigm for festival-themed teaching in high school English.
A Study on the integration path of "meaning first" and "form focus" of TBLT in English Grammar Teaching
Task-Based Language Teaching (TBLT), as a dominant communicative approach, emphasizes learning through meaningful tasks but faces persistent criticism regarding its treatment of grammar instruction. This paper examines the theoretical debates and practical challenges of integrating grammar within TBLT frameworks. Proponents argue that grammar can be acquired implicitly through task-induced "noticing" and focus on form, while critics contend that neglecting explicit grammar instruction compromises linguistic accuracy. By analyzing theoretical model of TBLT and contrasting it with traditional methods, this study identifies a critical dilemma: the tension between task-driven fluency and grammatical competence. To reconcile this conflict, the paper proposes practical pathways, such as embedding form-focused reflection in post-task phases and utilizing input enhancement techniques during pre-task scaffolding. Furthermore, it highlights the evolving role of teachers as mediators who balance task autonomy with guided grammar support. The findings suggest that TBLT’s effectiveness hinges on a dynamic equilibrium between form and meaning, offering pedagogical implications for curriculum design and teacher training in diverse EFL contexts.
Intelligent Accounting Laboratory Empowers Cross-border Financial Governance and Collaborative Talent Cultivation Research in the Greater Bay Area
Amid ongoing corporate digital transformation and the rise of new quality productivity, capital flows within the Guangdong-Hong Kong-Macao Greater Bay Area (GBA) are intensifying. However, the "One Country, Two Systems, Three Jurisdictions" framework introduces severe compliance risks and institutional frictions, exposing structural flaws in traditional business education, such as scenario disconnects and skill mismatches. This study examines how intelligent accounting laboratories serve as pivotal platforms for fostering new quality productivity and enhancing regional financial governance. Grounded in collaborative governance theory, it proposes practical pathways: constructing virtual cross-border scenarios, building interdisciplinary faculty teams, and implementing data-driven evaluation systems. Offering an industry-academia-research mechanism to optimize cross-border governance efficiency and provide empirical insights for reshaping the business education ecosystem.
Guangdong-HongKong-Macao Greater Bay Area
Current Situation and Optimization Strategies of Lead-in in Junior High School English Reading Classes: A Case Study of Grade One in Caotang Middle School
Lead-in serves as the core initial link in English reading teaching, and plays a critical role in focusing students’ classroom attention, connecting prior and new knowledge, and stimulating learning motivation. To explore the application status and existing problems of lead-in in English reading classes for first-year junior high school students, this study takes 4 English teachers and 124 students from Grade One of Caotang Middle School as research subjects, and conducts an empirical investigation through classroom observation and questionnaire survey. The results show that the commonly used lead-in methods in current teaching are dialog lead-in (38.5%), review lead-in (23.1%), video lead-in (20.5%) and game lead-in (10.2%). However, widespread problems exist, including unreasonable duration control, monotonous method types, insufficient topic relevance, and low attention to students’ needs. Only about 20% of students believe that lead-in can continuously enliven the classroom and stimulate learning interest. Based on cognitive development theory and advance organizer theory, this study puts forward optimization strategies from four dimensions: duration management, interest stimulation, topic anchoring, and student-centeredness, so as to provide practical reference for the design of lead-in in junior high school English reading classes.
Using Reading Circles to Stimulate Students’ Enthusiasm for English Learning in English Reading Teaching
As a student-centered collaborative learning approach, reading circles have been widely adopted in language learning. This paper explores the functions and implementation strategies of applying reading circles to motivate middle school students in English reading classes. Through role assignment, collaborative discussion and diversified reading materials, reading circles can strengthen students’ sense of participation and learning interest, as well as improve their linguistic competence and critical thinking skills. This paper analyzes how to effectively employ reading circles in middle school English teaching so as to facilitate reflection and improvement in teaching practice.
Teaching Strategies of Senior High English Reading Assisted by AI
The rapid development of generative artificial intelligence has offered a brand-new approach to the transformation of senior high school English reading classes. Taking My First Day at Senior High, the reading text of Unit 1, Compulsory Volume 1 published by Foreign Language Teaching and Research Press as a teaching case and Doubao as an intelligent teaching tool, this paper explores the application paths and practical advantages of Generative AI in the whole process of senior high school English narrative reading teaching, covering pre-class, in-class and post-class stages. Combined with the prominent difficulties in teaching this text, this study demonstrates practical operation methods of AI in in-depth discourse interpretation, differentiated classroom activity design, dynamic supply of classroom resources, intelligent learning diagnosis and generation of extended reading materials, aiming to provide operable teaching schemes for frontline senior high English teachers to implement intelligent and stratified reading teaching.