International Journal of Educational Development
International Journal of Educational Development ISSN Print: 3104-4263 ISSN Online: 3104-4271 CD ISSN: 3104-428X
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.
Copyright (c) 2026 by author(s) and Erytis Publishing Limited https://creativecommons.org/licenses/by-sa/4.0
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.
Teaching Reform Practice of Advanced Mathematics under the "Theory-Practice Integration" Concept — Taking the Derivative Teaching in Mechanical Major as an Example
In response to the prevalent issues in advanced mathematics teaching, such as the overemphasis on theory at the expense of application and the disconnection from professional demands, this paper, grounded in the educational philosophy of "integration of theory and practice," puts forward a systematic approach to teaching reform. The reform proposes a shift in teaching logic from the traditional knowledge-system orientation to a real-work-scenario orientation, reconstruct-ing the curriculum content system with typical engineering tasks as the carrier. Taking "the application of derivatives in cam mechanisms" for mechanical engi-neering majors as a case study, a three-stage progressive teaching process—"engineering task introduction → mathematical principle exploration → engi-neering problem solving"—is constructed. Teaching practice demonstrates that this reform has significantly enhanced stu-dents' intrinsic learning motivation and their ability to apply mathematical knowledge to engineering practice.
Copyright (c) 2026 by author(s) and Erytis Publishing Limited. https://creativecommons.org/licenses/by/4.0/
From “Discipline” to “Empowerment”: A Theoretical Reflection and Practical Approach to University Student Management Innovation under the Humanistic Perspective
Under the background of connotative development of higher education and the construction of a powerful country in education, university student management is facing a profound transformation from the traditional “discipline-oriented” model to a modern “empowerment-oriented” governance. From the theoretical perspective of humanism, this paper systematically explains the connotation of humanistic management and its applicable logic in university student management. It deeply analyzes the triple dilemmas in current practice: the gap between concept and practice, the imbalance between system and humanism, and the lagging and single management means. Furthermore, it proposes innovative paths from four dimensions: value reconstruction, mechanism optimization, space extension, and technology empowerment, aiming to provide references for the theory and practice of university student management in the new era.
Copyright (c) 2026 by author(s) and Erytis Publishing Limited. https://creativecommons.org/licenses/by-sa/4.0
Analysis of Strategies for Enhancing the Quality of Ideological and Political Education for Chinese University Students
With the continuous development of the times, the state has placed increasing emphasis on the quality of higher education. Given the growing complexity of the international landscape and the difficulty in distinguishing various negative online statements, effectively enhancing the ideological and moral standards of contemporary Chinese college students is paramount. The improvement of ideological and moral standards is inseparable from the enhancement of the quality of ideological and political education; therefore, prioritizing the improvement of this educational quality as a core component of university ideological and political education efforts holds significant practical importance.
Quality of ideological and political education
Research on the cultivation mode of composite talents in computer majors in local undergraduate colleges
With the continuous promotion of the national strategy of "Internet plus" and the continuous upgrading of industry, the new generation of information technology is deeply integrated into all walks of life, becoming a new engine of economic growth. As an important component of higher education, local undergraduate colleges shoulder the mission of cultivating compound talents that meet the needs of local economy and society. This article is based on the certification of engineering education majors, combined with the needs of local regional eco-nomic development, to explore the talent cultivation mode of professional and industrial integration, in order to provide theoretical support and practical refer-ence for talent cultivation in local undergraduate colleges.
Research on CET-4/CET-6 Exams and College English Teaching Reform-Based on the Perspective of Graded Classroom Teaching Implementation
Against the backdrop of the deepening internationalization of education and the construction of new liberal arts, cultivating compound international talents with both professional expertise and international communication skills has become the core educational goal of universities. As a core general education course in higher education, College English serves as a crucial medium for cultivating the language proficiency and cross-cultural communication skills of international talents. The reform and upgrading of the National College English Test (CET) provides important guidance and evaluation criteria for enhancing the quality and efficiency of English teaching in universities. Current traditional college English teaching faces issues such as homogenization of teaching, vague objectives, insufficient classroom adaptability, and a single evaluation system, making it difficult to meet the needs of graded teaching and the standards for cultivating compound talents. This paper takes the implementation of graded classroom teaching as the core entry point, conducting research and analysis from four major classroom dimensions: teacher-student teaching preparation, classroom instruction, academic output, and teaching evaluation. Combining the new positioning, new question types, and new evaluation guidelines of the CET, it focuses on five core modules: teaching goal setting, curriculum system design, textbook resource selection, teacher team training, and teaching evaluation optimization. It constructs a college English teaching reform plan tailored to the cultivation of compound international talents, refining the optimization paths for teaching concepts, teaching methods, and curriculum implementation. This provides practical references for the implementation of graded English teaching in universities, the improvement of teaching quality, and the cultivation of international talents.
Theoretical Exploration of Secondary School English Teacher Professional Development from the Perspective of Ecosystem Theory
By using Bronfenbrenner’s ecological framework, this research analyzes the multilevel factors shaping secondary English teachers’ professional development and identifies potential avenues for enhancement. It is found that teachers’ professional growth is influenced by the multilevel interactions of the Microsystem (individual reflection and practice), the Mesosystems (collaborative network), the Exosystems (institutional support), the Macrosystems (policy orientation) and the Chronosystem (dynamic adaptation). This paper suggested that teachers should strengthen teaching reflection, interdisciplinary cooperation, and cultural awareness, whereas educational administrations ought to optimize incentive systems and resource provision to construct a sustainable developmental ecology. This research contributes a comprehensive theoretical model and practical recommendations for the professionalization of foreign language teachers in contemporary contexts.
A Study on the Compositional Art of Chaoyuan Tu in the Sanqing Hall of Yongle Palace: The Visual Construction Mechanism of Religious Iconographic Order
This study takes Chaoyuan Tu in the Sanqing Hall of Yongle Palace as its research object and aims to explore the relationship between the compositional art of Daoist murals and the visual construction of religious order. Through image analysis, this paper deconstructs the layout of figures, color system, and spatial structure of the mural, and verifies them in relation to texts and images such as Daoist Ritual Norms and Chaoyuan Xianzhang Tu. It reveals three major visual mechanisms: symmetrical composition, spatially layered layout, and symbolic markers of identity hierarchy. The study finds that Chaoyuan Tu forms a sacred spatial order through axial symmetry and group balance, and realizes the visual translation of religious hierarchy through a three-level structure of “upper deities, middle officials, and lower attendants.” Its compositional paradigm not only perfected the creative system of Yuan-dynasty Daoist murals, but also provides a typical case for understanding the expression of order in traditional Chinese religious art.
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
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