International Journal of Educational Development
International Journal of Educational Development ISSN Print: 3104-4263 ISSN Online: 3104-4271 CD ISSN: 3104-428X
The Role and Significance of Tao Xingzhi’s Life Education Theory in High School English Teaching
In the context of the knowledge economy era of the 21st century, the field of education is undergoing profound changes, especially in high school English teaching. For high school English teaching, Tao Xingzhi’s educational philosophy provides a new perspective and method. This method and perspective can promote the comprehensive development of students and the enhancement of their core English literacy. This study analyzes the current situation and dilemmas of high school English teaching from the perspective of Tao Xingzhi’s life education and finds that there are problems in current English teaching, including the limitations of traditional teaching models, the unmet actual needs of students, the mismatch between teaching objectives and students’ abilities, and the lack of attention from teachers to students’ individual needs. Based on these problems and the requirements of Tao Xingzhi’s life education, this paper concludes that teachers should create life-oriented teaching situations, strengthen students’ practical operation abilities, reform traditional teaching models, and build student-centered classrooms to improve the teaching efficiency of teachers and the learning efficiency of students.
Student Subjectivity Teaching Method Reform
Copyright (c) 2026 by author(s) and Erytis Publishing Limited. https://creativecommons.org/licenses/by-sa/4.0
A Study on the Application of Generative Artificial Intelligence in Senior High School English Writing Feedback
For a long time, senior high school English writing instruction has faced challenges such as a heavy feedback burden on teachers, delayed feedback, and insufficient personalized guidance, which have severely hindered the effective improvement of students’ writing skills. The rapid development of Generative Artificial Intelligence (GAI) offers new opportunities to address these issues. Based on a systematic review of relevant research and practice, this paper conducts an in-depth analysis of the three-fold dilemma faced by traditional writing feedback. It proposes a GAI-assisted writing feedback application model centered on “human-machine collaboration and tiered empowerment,” constructs a three-stage feedback process spanning pre-writing planning, in-writing assistance, and post-writing revision, and designs specific prompt strategies tailored to typical application scenarios. Research indicates that generative AI offers significant advantages in linguistic accuracy and text structure, but still requires teacher oversight regarding content depth and logical argumentation. The teacher’s role should shift from that of a “sole grader” to a designer of feedback activities and a facilitator of higher-order thinking. By balancing technological empowerment with humanistic care, this approach can achieve an overall improvement in the quality of writing instruction.
A Practical Framework for Generative Artificial Intelligence Empowering Vocational Education: A Case Study of the Automobile Inspection and Maintenance Major
The application of generative artificial intelligence in vocational education is becoming increasingly widespread, yet current practices largely remain at the level of "tool substitution," lacking clear and actionable teaching guidelines. Grounded in the concept of "human-AI collaboration," this paper constructs a practical framework for generative AI empowering vocational education, systematically designed across five dimensions: objectives, roles, processes, resources, and evaluation. Using the automobile inspection and maintenance major as an example, it elaborates on the key implementation points for each dimension and puts forward promotion recommendations at the teacher and school levels, along with risk prevention measures. The framework aims to restructure the division of labor and collaborative relationships among teachers, students, and AI, thereby cultivating students' abilities to harness intelligent tools and their critical thinking skills. The research findings provide directly applicable operational guidelines for frontline teachers and administrators in vocational colleges.
Automobile Inspection and Maintenance Major
Exploration of Methods to Stimulate and Sustain Motivation for English Learning Among Secondary School Students
Against the backdrop of globalization and deepening reforms in China’s basic education, stimulating and sustaining motivation for English learning is central to enhancing secondary students’ language proficiency and intercultural literacy. However, current secondary English instruction still faces widespread challenges, including insufficient intrinsic drive among students, motivation prone to frustration and decline, and difficulty in sustaining learning engagement. To address these issues, this paper aims to explore a systematic strategy capable of effectively stimulating and sustaining secondary students’ motivation for English learning. This study proposes an integrated implementation plan centered on five core dimensions: optimizing instructional design, innovating teaching methods, refining assessment systems, addressing students’psychological needs, and constructing diverse support environments. It argues that the synergistic advancement of these multidimensional strategies can effectively stimulate students’ intrinsic learning motivation and provide practical pathways for enhancing the quality of secondary English education.
A Study on the Impact of Family and Community Support on Improving Digital Literacy among Mongolian Elderly
With the rapid development of digital technology, the elderly face a significant digital divide in their social lives. Due to the unique geographical distribution, cultural habits, education levels, and resource accessibility of the Mongolian elderly, improving their digital literacy faces even more complex challenges. This study, focusing on family and community support, systematically analyzes the current status and existing problems of digital literacy among the Mongolian elderly, including factors such as technological cognitive barriers, psychological barriers, resource limitations, and the influence of cultural habits. By examining the influencing mechanisms of family support, community support, and their synergistic effects, multi-level improvement strategies are proposed: at the family level, guidance and companionship, psychological support, and intergenerational communication are emphasized; at the community level, systematic training, infrastructure construction, volunteer guidance, and cultural activities are prioritized; and at the policy and social level, institutional guarantees, the development of age-friendly products, and the construction of family-community collaborative mechanisms are proposed. The results show that collaborative support from families and communities can effectively improve the digital skills, life participation, and social belonging of the Mongolian elderly, providing theoretical basis and practical reference for policy formulation, community service optimization, and family education practices. It also offers feasible pathways to narrow the digital divide among the elderly in ethnic minority areas.
An Exploration of the Causes and Coping Strategies for Pragmatic Failure in Senior High School Students’ English Writing
The study examines the causes and coping strategies for pragmatic failure in senior high school students’ English writing. With reference to curriculum standards and theoretical frameworks, it identifies seven primary sources of pragmatic failures through the analysis of approximately 300 student essays and relevant literature. The research adopts a mixed-methods approach. Based on the findings, six practical teaching strategies are proposed, such as enhancing pragmatic awareness, utilizing situation-bound utterances(SBUs), incorporating intercultural perspectives, and optimizing feedback. The study aims to shift the focus from mere grammatical accuracy to contextual appropriateness, thereby helping students minimize pragmatic failures and achieve more effective cross-cultural written communication.
Interpersonal Grammatical Metaphor in EFL Academic Writing: Theory and Pedagogical Applications
Interpersonal Grammatical Metaphor (IGM) is an important concept in Systemic Functional Linguistics. It refers to the expression of interpersonal meanings such as modality, obligation, and attitude through indirect or incongruent grammatical structures instead of direct modal verbs or mood choices. This paper first introduces the basic theory of IGM and then explores its applications in EFL academic writing instruction. IGM enables writers to express politeness, hedge claims, enhance objectivity, and improve the overall formality of academic texts. However, many EFL students tend to rely heavily on simple congruent forms, which makes their writing sound too direct, personal, or informal. This paper suggests practical teaching methods, including awareness-raising activities, contrastive rewriting exercises, and guided production tasks. It aims to bridge the gap between theory and classroom practice and help teachers improve students' academic writing skills.
Construction and Implementation Path of School-Enterprise Dual-Mentor Collaborative Education Mechanism in Higher Vocational Education from the Perspective of Industry-Education Integration
Under the background of intelligent manufacturing industry upgrading and the increasing demand for machine replacement, cultivating high-quality technical and skilled talents with automation production line technical transformation capabilities has become an important task for higher vocational education. Based on the Wenzhou electrical industry and taking the automation production line technical transformation course group as the carrier, this study systematically constructs a school-enterprise dual-mentor collaborative education mechanism featuring multi-angle integration, multi-platform linkage, and full-process coverage. The research establishes a dual-mentor operational framework from four dimensions: selection and appointment, division of responsibilities, collaborative teaching, and assessment incentives. It implements a phased and hierarchical collaborative education path relying on three carriers: training bases, innovation platforms, and production enterprises. Practice shows that this mechanism effectively improves students comprehensive technical application ability and innovative practice ability, providing an operable implementation sample for deep integration of industry and education.
A Study on Strategies for Integrating Curriculum-based Ideological and Political Education into Senior High School English Reading Teaching
Since the 18th National Congress of the Communist Party of China, General Secretary Xi Jinping has repeatedly emphasized the implementation of “foster virtue through education” and that ideological and political work should run through the whole process of education and teaching (Zhang &Xu, 2021). However, in the current English reading teaching in senior high schools, teachers tend to pay more attention to the cultivation of students' language ability and tend to neglect the cultivation of their ideological and political quality. Driven by the The 2024-2035 National Program for Strengthening Education (the State Council, 2025) and the General Senior High School English Curriculum Standards (2017 Edition, revised in 2025) (Ministry of Education, 2025), English reading teaching in senior high schools urgently needs to deepen the ideological and political integration of the curriculum. This study focuses on the integration path of English reading teaching and Curriculum-based Ideological and Political Education in senior high schools, analyzing the problems in current English teaching, such as insufficient ideological and political content mining, disjointed teaching objectives, single method, lack of evaluation system, and poor combination of theory and practice. Based on PWP model, relying on the specific examples of English textbooks in Oxford senior high school, this paper constructs a trinity integration strategy of textbook-activity-evaluation, such as relying on textbook resources, excavating ideological and political elements and anchoring educational goals; Innovating teaching activities, strengthening teaching guidance and integrating into ideological and political education; Evaluate the teaching effect, deepen the teaching reflection, and optimize the effectiveness of educating people, so as to promote the coordinated development of students' language ability and ideological and political literacy, and provide theoretical and methodological reference for the ideological and political practice of English courses in senior high schools.
Curriculum-Based Ideological and Political Education
How to Use Optimal Input in the Teaching of Listening Comprehension
The promulgation of the English Curriculum Standards for Compulsory Education (2022 edition) has changed the goal of English curriculum from “comprehensive language application ability” to core competency-oriented goal. In this context, the vocabulary requirement of the new curriculum has increased by 25%. With the increasing demand for vocabulary, students face greater difficulty in understanding listening materials. At present, English listening teaching in some schools is still boring and superficial, resulting in listening learning difficulties, quality fragmentation and other problems. At the same time, Krashen’s Optimal Input theory gradually came into the view of Chinese scholars. This theory emphasizes the importance of the quality and quantity of language input in language acquisition, providing important guiding principles for listening teaching. Based on this, the study mainly explains the application methods of Optimal Input in listening teaching and its potential impact on students’ listening comprehension through theoretical analysis and literature review, aiming to explore a more effective way to enhance learners’ listening comprehension and thereby improving their core competencies.
A Study on the Innovation of Oil Painting Art Creation Methods in the Context of Digital Media
With the rapid development of digital technology, the creation methods, visual language, and dissemination paths of oil painting art have undergone significant changes. Digital media not only provides oil painting creation with richer image resources, conceptual methods, and exhibition spaces, but also exposes traditional oil painting to problems such as insufficient originality, weakened material language, formalization of techniques, and lagging dissemination methods. This paper studies the relationship between digital media and oil painting art creation. Based on defining digital media, oil painting art creation methods, and their relationship, it analyzes the main problems existing in oil painting creation under the current digital media environment and proposes innovative paths from aspects such as adhering to the intrinsic language of oil painting, rationally utilizing digital technology, reconstructing image resources, expanding comprehensive media expression, strengthening artistic concepts, and utilizing digital platforms for dissemination. The study argues that innovation in oil painting under the context of digital media is not a replacement for traditional oil painting, but rather an organic integration of traditional painting language and digital technology while retaining the advantages of oil painting material texture, brushstroke texture, and emotional expression, thereby promoting the sustainable development of oil painting art in the contemporary visual culture context.
Copyright (c) 2026 by author(s) and Erytis Publishing Limited. https://creativecommons.org/licenses/by/4.0/
Constructing an AI-Enhanced Teacher-Student Collaborative Assessment Model for High School English Continuation Writing
Continuation writing has become a high-stakes task in China’s national college entrance examination (Gaokao), yet students frequently experience heightened writing anxiety and struggle with linguistic accuracy and content coherence. Traditional teacher-centered assessment approaches are often time-intensive and insufficiently responsive, limiting opportunities for meaningful feedback and student engagement. To address these challenges, this paper proposes a theoretically grounded, AI-enhanced Teacher-Student Collaborative Assessment (TSCA) model tailored for high school English continuation writing. Drawing on Cognitive Load Theory (Sweller, 1988) and Krashen’s (1981) Affective Filter Hypothesis, the model reconceptualizes the roles of artificial intelligence and human agents: AI performs automated correction of low-level linguistic errors (extraneous cognitive load), thereby enabling teachers and students to collaboratively focus on higher-order dimensions such as narrative coherence, stylistic alignment, and thematic development. The proposed framework features a four-stage cyclical process— (1) AI-assisted text analysis, (2) AI-mediated initial feedback, (3) teacher-student co-evaluation, and (4) student-driven revision—which aims to simultaneously reduce writing anxiety through non-judgmental automated feedback and enhance writing quality via structured pedagogical dialogue. While empirical validation remains future work, this theoretical model presents a feasible and integrative pathway for leveraging AI not as a replacement for teachers, but as a cognitive and affective scaffold that supports more equitable, efficient, and human-centered writing instruction in the digital era.
teacher-student collaborative assessment (TSCA)
Low-Carbon Transformation of the Construction Industry and the Construction of a Three-Dimensional Competency Framework for Civil Engineering Professionals Under the Dual Carbon Strategy
Under the binding constraints of the dual carbon targets, the construction industry's high-carbon, extensive development model is no longer tenable, and the low-carbon restructuring of the entire industrial chain has imposed fundamentally new demands on the competency profile of civil engineering professionals. This study systematically traces the evolution of China's dual carbon policy framework and its institutional arrangements in the construction sector, quantitatively characterizes the carbon emission structure across the full building lifecycle, and rigorously analyzes the low-carbon transformation pathways spanning building materials, design, construction, and operations management. Drawing on these industry transition imperatives, a novel core competency framework tailored to applied undergraduate civil engineering education is constructed along three dimensions—knowledge, skills, and professional disposition—with explicit delineation of the substantive content of low-carbon technical knowledge, practical application capability, and career-oriented professional literacy. The findings provide a demand-side theoretical basis for optimizing civil engineering talent development models, thereby facilitating precise alignment between institutional graduate supply and the low-carbon transformation needs of the construction industry.
Full Building Lifecycle Carbon Emissions
Research on the Application of the PACE Model Based on Situational Teaching Method in High School English Grammar Teaching
English grammar serves as the foundation for accurate expression and effective communication. However, traditional grammar instruction often overemphasizes linguistic forms while neglecting their practical application in authentic communicative contexts. The PACE teaching model, grounded in input processing, interaction, and output theories, effectively integrates both form and meaning. Applying the PACE model through a situational teaching approach to high school English grammar instruction helps guide students to deeply understand the meaning-making functions of grammatical structures. This is achieved by engaging them in authentic contexts through perception, imitation, and observation, thereby enabling the accurate and flexible use of grammatical knowledge to solve problems in communicative activities. Therefore, this paper aims to explore the application of the PACE model within a situational teaching framework to high school English grammar instruction, supported by specific teaching cases. The objective is to promote the development of students’ grammatical competence and their core literacy skills.
A Study on Inquiry-Based Learning Paths for Cultivating Creative Thinking in Preschool Children from the Perspective of Peer Collaboration
Against the backdrop of preschool education shifting from knowledge enlightenment to core competency cultivation, the development of children's creative thinking has increasingly become an important issue in educational practice. Based on the understanding that peer collaboration and inquiry-based learning are naturally compatible, this paper focuses on "inquiry-based learning paths for cultivating children's creative thinking from the perspective of peer collaboration." It systematically examines the intrinsic relationship between peer collaboration, inquiry-based learning, and children's creative thinking by comprehensively employing conceptual analysis and theoretical interpretation. Supported by constructivist learning theory, social constructivist theory, zone of proximal development theory, inquiry-based education theory, and creativity development theory, the paper analyzes current problems in kindergartens' creative thinking cultivation practices, such as unclear training objectives, formalized inquiry-based learning, superficial peer collaboration, insufficient teacher support, and a single evaluation mechanism, and further reveals their causes. Based on this, it proposes an inquiry-based learning path guided by children's subjectivity, authentic problems, interactive generative nature, appropriate support, and process-oriented evaluation. Specifically, this includes creating authentic inquiry situations, organizing effective peer collaboration, stimulating divergent thinking and creative expression, supporting reflection and iterative improvement, and improving teacher support and evaluation mechanisms. Research suggests that peer collaboration is not only an organizational form for young children to complete tasks together, but also a crucial mechanism for promoting the exchange of ideas, the reorganization of experiences, and innovative expression. Inquiry-based learning, on the other hand, provides authentic task platforms and dynamic spaces for the development of creative thinking. The organic combination of these two approaches helps to construct a creative thinking cultivation path that aligns with the developmental characteristics of young children, and provides theoretical reference and practical basis for improving kindergarten curriculum activities and teacher practice.
AI-Empowered Teaching of Chemistry Literature Searching: Paradigm Restructuring, Practical Pathways, and Core Competency Cultivation
With the comprehensive establishment of the "AI for Science" (AI4S) paradigm, Artificial Intelligence Generated Content (AIGC) and Large Language Models (LLMs) have become fundamental infrastructures for scientific research. Chemistry literature retrieval and reading, as core components of chemical education, are undergoing a profound transformation from "keyword matching" to "semantic interaction and intelligent generation." This paper systematically analyzes the pain points in traditional chemistry literature retrieval teaching, such as high cognitive load, information overload, and low efficiency in cross-lingual reading. It deeply explores the application mechanisms of semantic search, multimodal chemical information extraction, and AI-assisted reading technologies in acquiring chemical information. Based on this, the paper proposes a restructuring pathway for teaching paradigms empowered by AI, emphasizing that the focus of teaching should shift toward "Prompt Engineering, human-machine collaborative retrieval, result verification, and critical thinking cultivation." Furthermore, it provides specific Project-Based Learning (PBL) cases and evaluation system reform schemes, aiming to offer theoretical reference and practical guidance for the information literacy education of outstanding chemical innovators in the new era.
The Effects of Individuals' Cognitive Processing of Situations and Peer Effects on Altruistic Behavior
The 2*2 between subjects design examines the specific situational factors (moral situation/non moral situation) and peer effects(with peer/without peer) impact on altruistic behavior.complied to test common experimental material, two experimental includes two independent variable mentioned above,study subjects to make the will of the altruistic behavior. Results showed that:(1)The degree of willingness make individual altruistic behavior in moral situations than non moral situations and the difference was significant,compared with no companion case,participantes will be more willing to make altruistic behavior,but the difference was not significant.(2)There is no existing situation and peer interaction,have the willingness of the subjects in the peer side do altruistic behavior in the moral situation of the highest.in the existing of altruistic behavior influencing factors on the basis of the study of further study and lay the foundation for the follow-up of altruistic behavior research ,and also urge the people to care and help others, promote interpersonal relationship,is conductive to building a more harmonious society.
Research on the Improvement Paths and Guarantee Mechanisms of Art Teachers' Teaching Ability under the "Artificial Intelligence + Education" Action Plan
Against the background of the in-depth advancement of the "Artificial Intelligence + Education" Action Plan jointly issued by five ministries and commissions including the Ministry of Education, artificial intelligence technology has gradually penetrated into the entire process of art education and teaching, putting forward new requirements for art teachers' teaching ability in the new era and injecting new momentum into the high-quality development of art education. At present, the group of art teachers in China generally has problems such as weak ability in applying artificial intelligence, insufficient integration of teaching and artificial intelligence, and inadequate ability adaptation, which makes it difficult to fully implement the policy requirements and meet the development needs of art education in the intelligent era. Guided by this Action Plan and combined with the professional characteristics of art education such as fine arts, music, and design, this paper adopts the methods of literature research, questionnaire survey, and case analysis to systematically sort out the core requirements of the policy for art teachers' teaching ability, in-depth analyze the current situation, prominent problems, and underlying causes of art teachers' teaching ability, focus on exploring targeted paths for improving teaching ability, and construct a comprehensive and implementable guarantee mechanism. It aims to provide theoretical reference and practical guidance for promoting art teachers to adapt to the reform of intelligent education, improve the quality of art teaching, and implement the requirements of the "Artificial Intelligence + Education" Action Plan, so as to help the intelligent and high-quality development of art education.
Multicultural Integration in Art Education
Against the backdrop of in-depth globalization and multicultural coexistence, art education, as the core carrier of aesthetic education, undertakes the important mission of cultural inheritance, aesthetic cultivation, and cross-cultural communication. At present, China's art education still has problems such as a single content, superficial integration of multiculturalism, and an imbalance between local and foreign cultures, which makes it difficult to meet the educational requirements of the new era. Supported by multicultural education theory, aesthetic education theory, and cultural symbiosis theory, this paper systematically explores the necessity, practical value, existing problems and their causes of multicultural integration in art education by adopting literature research method, investigation research method and case analysis method, and puts forward targeted practical paths from six dimensions including educational philosophy, textbook construction and teaching methods. The research aims to promote art education to break through the traditional paradigm, realize the organic unity of inheriting local culture and learning from excellent foreign cultures, improve students' aesthetic literacy and cultural confidence, and provide theoretical reference and practical guidance for the high-quality development of China's art education.
From Spencer's Happy Education to Modern Education Reform
This article analyzes Herbert Spencer’s theory of happy education and explores the practical value of its core concepts in modern education reform. Spencer proposed that education should have happiness as the core goal, guiding children to become happy and self - educated individuals through means that conform to the laws of children’s physical and mental development. This article further analyzes its educational objectives, methods of self-education and natural education, as well as principles of respecting physical and mental development and guiding interests. It discusses the mapping of these ideas in modern reform directions such as deepening quality education, promoting personalized education, and integrating education with life. Through comparison, it is found that Spencer’s advocacy of natural experience, interest driven, and self-learning not only aligns with the current trend of education shifting from exam oriented to holistic development, but also enriches and extends through research-based education, diverse curriculum design, and modern information technology assisted self-directed learning. Research has shown that Spencer’s idea of happy education has important theoretical inspiration and practical value in contemporary education reform, providing valuable reference for promoting the comprehensive development of students' overall quality.
Teaching Reform through Automated Grading for Machine-Vision Defect Inspection Labs
This paper proposes an engineering-oriented teaching reform for a vocational AI Machine Vision course, targeting industrial-style print defect inspection (stain and scratch) on a reproducible synthetic defect dataset. Guided by outcome-based education (OBE), we design a project-based task chain covering data specification, synthetic defect generation, preprocessing, classical machine vision baselines (thresholding, morphology, connected components, and line-structure detection), and engineering delivery of a command-line inspection tool with standardized outputs. To support formative assessment at scale and reduce subjective grading, we implement an automated assessment pipeline that verifies input/output (I/O) contract compliance, evaluates functional correctness via unit tests (pytest), measures code quality via static analysis (pylint/flake8), and validates robustness using a perturbation suite and boundary-case tests quantified by performance degradation ΔF1. Demonstration results using representative submissions show that the proposed pipeline provides consistent, transparent grading and promotes engineering deliverables and robust behavior, providing a reusable blueprint for machine vision education aligned with industrial inspection requirements.
Construction of a "Feedback-Revision" Teaching Model for Senior High School English Continuation Writing Based on Generative AI
Aiming at the dilemmas of lagged feedback, single dimension and lack of personalization in the traditional "feedback-revision" process of senior high school English continuation writing teaching, this study, supported by the Output Hypothesis, the Interaction Hypothesis (Continuation Theory), Process Writing Theory and Formative Assessment Theory, and combined with the technical advantages of generative AI, constructs a closed-loop teaching model: Pre-reading Preparation-First Draft Writing-AI Feedback Generation and Interpretation-Targeted Revision-Teacher Review-Iterative Optimization. The model defines the collaborative roles of AI, students and teachers, and realizes three major transformations: the feedback mode from "single subject" to "human-machine collaboration", the feedback dimension from "single error correction" to "full coverage of CAF three dimensions", and the student role from "passive reception" to "active processing". Through theoretical interpretation, current situation analysis, model construction and case verification, this study confirms that the model can effectively resolve the contradiction between supply and demand of traditional feedback, improve the language quality of continuation writing, and cultivate students' feedback literacy and critical thinking. The study provides theoretical reference and practical path for "reducing burden and improving efficiency" in senior high school English writing teaching in the digital era.
The Analysis of Watson’s Personalities From the Perspective of Cooperative Principle
With the vigorous development of the film and television industry, the presentation of novel-adapted works on the screen has attracted increasing attention from academia and audiences, more and more scholars have begun to research these works. This paper chooses The Adventures of Sherlock Holmes, the film adaptation of the classic British mystery novel Sherlock Holmes, as the research object, and deeply analyzes the personalities of the supporting actor John H. Watson from the perspective of Cooperative Principle. In the process of analysis, this paper discusses the embodiment and function of Cooperative Principle in the film, focuses on the analysis of Watson’s dialogue interaction, such as how to follow or violate Cooperative Principle, then reveals his unique personalities. Finally, this paper summarizes the results of the analysis of the role’s characteristics of Watson in Sherlock Holmes, and proposes that scholars in the future could pay more attention to the supporting characters and further explore the role and personality of them in literary works, providing a richer research perspective for literature and film creation.
Research on Cultivation Path of High-Quality Achievements in Science and Technology Competitions for Chemistry Majors Based on Artificial Intelligence
To address the bottlenecks in chemistry innovation competitions for university students, such as insufficient novelty, lack of interdisciplinary integration, and monotonous technical methods, this study explores a pathway for cultivating high-quality outcomes using artificial intelligence (AI) technology, aiming to enhance the educational impact of competitions. Through theoretical construction and empirical analysis, combined with the characteristics of chemistry disciplines and competition evaluation, a "six-in-one" cultivation pathway is established, encompassing intelligent topic selection, precise research, data empowerment, outcome refinement, defense improvement, and result transformation. Additionally, five major support systems are formed: platform construction, curriculum integration, faculty empowerment, institutional guarantees, and evaluation incentives. The results indicate that this pathway significantly enhances students' interdisciplinary thinking and research efficiency, substantially improving the technical novelty, scientific depth, and transformation potential of project outcomes. It also increases award rates and produces high-level papers and patents. AI not only provides robust tool support for chemistry competitions but also drives a paradigm shift from "experi-ence-driven" to "data-intelligence-driven" approaches, offering a replicable pathway for cultivating top-tier innovative talents and constructing high-quality competition cultivation systems.
Research on the Teaching System of Generative Artificial Intelligence Prompts Empowered by Hierarchical Gestalt Theory from the Perspective of Higher Design Education: Taking Cultural and Creative Design and Cultural Narrative Illustration as Empirical Ca
Generative Artificial Intelligence (GenAI) is widely integrated into higher design education as a core creative tool for cultural and creative design, yet critical teaching gaps remain. Existing prompt frameworks are technology-focused rather than teaching-oriented, and students’ prompt writing relies heavily on intuition, leading to frequent mismatches between GenAI outputs and design expectations, as well as superficial expression of cultural connotations. This study aimed to construct a teachable GenAI prompt optimization framework for higher design education based on Hierarchical Gestalt Theory, using cultural narrative illustration as the empirical scenario. Through theoretical deduction, framework construction, and case verification, this study clarified the mapping between the theory’s three-level logic (component-context-gestalt) and prompt structure. Results showed the framework effectively improved the consistency between GenAI outputs and cultural narrative connotation, solving core pain points of traditional prompt writing. This study fills the gap of systematic prompt teaching frameworks in design education and provides an operable teaching tool for the field.
Current Situation and Enhancement Pathways of Secondary Vocational School Teachers' Professional Competencies in the Big Data Context
The big data era demands new professional competencies from secondary vocational teachers. This study first establishes a core competency framework encompassing data awareness, tool application, data-driven teaching, and ethical literacy, analyzing how big data reshapes skill requirements. It then investigates the current state, revealing a significant gap: while traditional teaching skills are solid, most teachers lack proficiency in applying data analysis tools, integrating data into instructional design, and understanding data ethics. Key constraining factors include insufficient school support, weak teacher motivation, and inadequate policy guidance. To address this, the study proposes a dual-path enhancement strategy: internally, schools should optimize training by implementing a "theory-practice-reflection" cycle integrated with practical cases and simulation platforms; externally, they should foster cross-school collaboration and school-enterprise partnerships to build resource-sharing communities and industry-aligned practical experiences. The findings offer evidence-based guidance for teacher development and suggest future research directions.
The Impact of Parental Education Level on Household Economic Behavior: An Empirical Study on Income, Consumption, and Investment Patterns
Parental education is a core determinant of household financial decision-making, yet region-specific evidence on its multifaceted impacts in emerging economies remains limited, particularly for Guangdong Province, China’s most economically dynamic region. This study examines how parental education level shapes five dimensions of household economic behavior: income level, consumption structure (Engel’s Coefficient), investment intensity, borrowing behavior, and savings diversity. We use survey data from 306 parents of primary school students in Guangdong Province to obtain ordered logit (Ologit) regression, heterogeneity analysis, IV estimation, endogeneity and multiple robustness analyses. It is found that parental education is positively related to household income, investment ratio, borrowing ratio, and savings diversity and negatively associated with Engel’s Coefficient, support all five hypotheses. Heterogeneity analysis is shown that they are more pronounced for non-Guangdong-Hong Kong-Macao Greater Bay Area (GBA) parents and less satisfied workers. This paper fills the gap in Guangding Province, by providing comprehensive evidence on the connection between parental education and household economic results. The findings may inform policymakers about the impact of education on family financial well-being and the design of targeted financial literacy programs.
The Application of Communicative Language Teaching(CLT) in Spoken English Teaching in Middle School
The early 20th century saw the development of the Communicative Language Teaching. It peaked in the middle of the 20th century and was brought into our nation, following decades of research. After that, three curriculum revisions have taken place in our nation, confirming the significance of the communicative approach to teaching English in senior high school. The overall objective, as stated in the English Curriculum Standards for Senior High Schools (2022), is to develop students’ comprehensive language skills, including oral English communication skills. This ideology supports that the communicative approach is the best suitable approach for improving spoken English in senior high school classrooms. By using it, the issue of merely explaining grammar structure and ignoring developing students’ capacity to using language practically has been resolved. This thesis methodically presents the theoretical foundations of the communicative approach, demonstrating that, in comparison to conventional teaching method, the communicative approach can increase students’ motivation. At the same time, it provides a brief overview of the communicative approach’s implementation in high school spoken English instruction, showing the feasibility of applying the this method to design activities in high school.
Bridging Theory and Practice: Exploration of an AI-driven Teaching Design for the "International Finance" Course
The rise of the digital economy and the ongoing development of the "New Liberal Arts" initiative are reshaping finance education, calling for a shift away from traditional knowledge transmission toward the cultivation of higher-order competencies. This paper explores a comprehensive teaching design for the core course International Finance, which directly addresses three persistent challenges: the gap between theory and practice, stu-dents’ underdeveloped critical thinking skills, and the superficial integration of values-based education. The proposed reform rests on a three-part foundation—AI-driven instruction, embedded values education, and case-based learning. Centered on the analytical framework of "internal equilibrium and external balance" proposed by Professor Jiang Boke, our design adopts a "One Core, Two Wings, and Three-Stage Progression" teaching model. By embedding AI tech-nologies across the full spectrum of teaching and learning, this approach transforms the classroom into a space for data-driven inquiry, virtual simulation-based decision-making, and intelligent feedback. The paper details specific implementation strategies, including a restructured curriculum, innovative teaching activities, and an intelligent assessment system, which results in a marked improvement in students’ analytical and critical thinking skills, a deeper internalization of professional ethics and national identity, and the development of a replicable model for "Intelligent New Finance" course design.
Precise Cultivation of Craftsmanship in Art Literacy Courses for Design Majors within the Context of Generative Design
The widespread application of generative AI is profoundly reshaping the pedagogical landscape for design majors. While significantly boosting efficiency in image acquisition and concept development, it has also exposed students to tendencies such as diminished formal judgment, a weakened sense of physical making (materiality), and superficial cultural expression. Traditional art literacy courses, which rely heavily on artwork appreciation and knowledge trans-mission, are increasingly inadequate for this novel learning paradigm. Grounded in curriculum theory and pedagogical reform, and having defined the generative design educational context, this paper combines literature review with curricu-lum design to analyze the current misalignments in art literacy courses. It fur-ther explores the underlying logic of translating craftsmanship into curriculum objectives, content organization, instructional implementation, and evaluation criteria. The study posits that the core mission of art literacy courses in the generative design era is to rebuild students' foundational, prerequisite judgment in design learning. By mapping the principles of relentless refinement, prag-matic truth-seeking, and principled innovation onto three training dimensions—formal aesthetics, materiality awareness, and cultural understanding—the curriculum establishes a cohesive implementation chain. This chain encom-passes deviation identification, homologous comparison, iterative revision, process documentation, and evidence-based evaluation. Ultimately, the precise cultivation of craftsmanship in art literacy courses can only be realized when it is substantially embedded into the specific cognitive processes through which students observe, evaluate, and revise AI-generated outputs.