Educational and Humanities ISSN Print: 3104-4352 ISSN Online: 3104-4360 CD ISSN: 3104-4379
A Mixed-Methods Study of Online Collaborative Learning Environments for Knowledge Building: Evidence from Five Universities in Hohhot
Online collaborative learning has become routine in hybrid university teaching, yet deep learning outcomes remain insufficient. This mixed-methods study investigated five universities in Hohhot using questionnaires (N=986), teacher interviews (n=20), and content analysis of 4,238 meaning units from six courses (triangulation design). Results show that basic platform infrastructure is adequate, but specialized tools for knowledge building are used by only 3.2% of participants. Collaborative activities cover 82.6% of courses, yet 67.9% are shallow “division–aggregation” cooperation. Interaction Analysis Model (IAM) coding reveals that deep constructive discourse accounts for only 16.8%, with testing/revision (4.1%) and consensus/application (1.5%) particularly weak. Teacher online guidance consists of 58.2% task instructions and disciplinary reminders, while probing and synthesis fall below 25%. Student overall satisfaction is moderate (3.42/5), with low scores for “ideas improved” (2.89) and “new understanding formed” (2.76). Independent-sample t-tests show that Mongolian-medium students report significantly lower perceived knowledge building than their Chinese-medium peers (2.61 vs. 3.12, p < 0.001, d = 0.52), indicating a strong association between language ecology and depth of collaboration. This suggests that improving online learning environments in ethnic regions must address structural differences arising from multilingual education. Operational recommendations are proposed in three areas: instructional system redesign, technological resource upgrades, and teacher professional development.
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A Corpus-based Descriptive Study of Adversative Connectives in High School Students’ English Writing: A Case Study of a Senior High School in Nanchong
This study explores the use of adversative connectives in high school students’ English writing through a corpus-based descriptive approach. The data were collected from a mid-term examination conducted in a public senior high school in China, including two types of writing tasks: a practical writing task and a narrative writing task. By analyzing students’ written texts, the study examines the frequency and contextual appropriateness of adversative connectives. The analysis shows that students rely heavily on a limited number of high-frequency adversative connectives, particularly but, while other connectives such as however and although are used far less frequently. Although many instances of adversative connectives are employed appropriately to express contrast or concession, mechanical and unnecessary uses are also identified. These problems indicate that students may possess basic awareness of contrastive relations but lack sufficient control over connective variety and discourse-level appropriateness. From a pedagogical perspective, the findings suggest that English writing instruction in high school should place greater emphasis on discourse-level features, especially the functional use of connectives in context. The study aims to provide practical insights for improving writing instruction and assessment in examination-oriented classrooms.
Construction of AI-Tool-Based Scaffolding Teaching Model — Taking junior high school English composition as an example
With the rapid advancement of artificial intelligence (AI), its integration into basic education has deepened considerably. English writing in junior high school serves as a pivotal domain for fostering students' language output competence and implementing English core literacy, imposing fundamental demands on learners' lexical deployment, textual construction, and logical expression. However, conventional scaffolding writing instruction is constrained by inadequate preparation, a lack of differentiation, homogeneous learning contexts, and inflexible assessment, rendering it ill-suited to heterogeneous classroom needs. Focusing on junior high school English writing classrooms, this study investigates the construction pathways of a scaffolding teaching model underpinned by AI tools. Grounded in Vygotsky's Zone of Proximal Development (ZPD) theory and illustrated through the writing lesson of Unit4 Eat Well (PEP Grade 7, Volume 2), the research articulates an integrated AI scaffolding framework spanning pre-class preview, in-class composition, and post-class evaluation. The model seeks to mitigate students' writing anxiety and enable tiered personalized guidance, thereby offering actionable insights for intelligent writing instruction in junior high school English.
Research on the Development of Interdisciplinary Teaching Competence for Junior High School English Teachers from the Perspective of Professional Learning Communities
The Compulsory Education English Curriculum Standards (2022 Edition) has introduced “interdisciplinary thematic learning,” requiring English teachers to develop interdisciplinary teaching competence—a demand further intensified by increasingly interdisciplinary Zhongkao examination papers. However, most junior high school English teachers, typically trained in English-related majors, lack sufficient interdisciplinary knowledge and instructional design capacity, and existing school-based teaching and research systems rarely support interdisciplinary collaboration. Adopting the perspective of Professional Learning Communities (PLC), this paper combines literature review, text analysis of the 2023–2024 Nanchong Zhongkao English papers, and theoretical deduction to examine how PLCs can facilitate teachers’ interdisciplinary teaching competence. The paper proposes three core mechanisms through which PLCs promote such competence: interdisciplinary knowledge co-construction, collective reflection and practice improvement, and professional identity reconstruction. Building on these mechanisms, four practical pathways are further designed, namely constructing interdisciplinary teaching and research communities, carrying out interdisciplinary lesson study, establishing online interdisciplinary learning networks, and providing school-level institutional safeguards.
Teaching Research on the Relationship Between International Trade Enterprises' ESG Performance and Financial Performance from the Perspective of Curriculum Ideological and Political Education
In the context of integrating ideological and political education into curriculum development, incorporating ESG principles into international business education helps students cultivate sustainable business values. This study examines international trade enterprises to elucidate the theoretical mechanisms linking ESG performance with financial outcomes, revealing how ESG practices jointly influence corporate profitability, risk management, and long-term value. From an educational perspective, the paper proposes strategies to embed ESG-financial performance relationships across teaching content, case studies, practical components, and value-oriented guidance, thereby establishing a teaching framework that harmonizes knowledge delivery with ethical leadership. Research demonstrates that ESG-based ideological and political education effectively fosters students' interdisciplinary competence—combining global vision with social responsibility—achieving deep integration between professional training and civic education.
Curriculum-Based Ideological and Political Education
From Content Superimposition to Value Symbiosis: The Logic of Integration and Reconstruction of Educational Pathways for Ideological and Political Education and Fine Traditional Chinese Culture in English Curricula
Against the backdrop of fulfilling the fundamental task of fostering virtue through education, advancing curriculum-based ideological and political education (IPE), and carrying forward fine traditional Chinese culture (FTCC), English education in primary and secondary schools undertakes the dual mission of cultural transmission and value guidance. However, the integration of traditional culture into current English teaching is beset by practical dilemmas, such as the superficial superimposition of content, formalistic embedding, and the detachment of the educational value of IPE. Thus, it is necessary to clarify the core connotation of the shift from content superimposition to value symbiosis between IPE and FTCC, and to analyze the internal logic and practical educational value of their integration. Taking Nanchong’s fine regional cultural resources as a carrier, this thesis examines educational pathways across four dimensions, namely resource development, curriculum construction, activity design, and environment cultivation. It further provides practical references for implementing IPE in primary and secondary English courses and fostering students’ cultural confidence.
English Curriculum-Based Ideological and Political Education
Application of the Total Physical Response Approach in Primary School English Vocabulary Instruction
Vocabulary instruction constitutes a critical component of English language teaching, significantly influencing language learning effectiveness. As the basic component of language, vocabulary is the premise for primary school students to understand and use English, and its mastery directly determines the development of students' listening, speaking, reading and writing abilities. For primary school students, who are in the stage of concrete operational thinking and have a strong desire for interactive activities, the traditional vocabulary teaching mode often fails to meet their cognitive characteristics. In response to prevalent challenges in primary school English vocabulary pedagogy—including monotonous teaching methods, low student engagement, unsatisfactory learning efficacy, and rapid knowledge attrition—this study investigates the application of the Total Physical Response (TPR) method. Based on the five-phase pedagogical framework (Presentation, Imitation, Comprehension, Internalization, and Practice), the study employs the specific application in vocabulary instruction.
Research on the Design of Question Chains for Senior High School English Reading Towards Deep Learning
The General Senior High School English Curriculum Standards (2017 Edition revised in 2020) advocates holistic unit teaching guided by thematic meaning to promote students' deep learning oriented by core subject competencies. Currently, senior high school English reading teaching is trapped in fragmentation and superficiality, with scattered factual questions failing to support students' in-depth thematic exploration. From the big unit teaching perspective, this study constructs a two-tier question chain design framework of "unit main question chain + lesson sub-question chain" based on deep learning theory, Bloom's taxonomy and the view of English learning activities. It proposes four core design principles and elaborates specific implementation paths with a textbook unit case. The research proves that the hierarchical question chain under the big unit perspective can effectively break the limitation of single-text reading, promote students' cognitive progression from lower-order thinking to higher-order thinking, and realize deep learning in English reading.
Developing Foreign Language Teacher Assessment Literacy through Teaching-Learning-Assessment Integration: An Analysis of an English Writing Lesson
This study adopts teaching-learning-assessment integration as the analytical framework and employs a theory-driven lesson interpretation approach to examine how assessment literacy manifests in a junior high school English writing lesson on composing an advice email. The analysis focuses on four dimensions: alignment of objectives, task and criteria design, formative feedback, and reflective instructional decision-making. The findings indicate that assessment literacy is not a technical competence confined to testing and grading, but a professional capacity embedded in routine pedagogical decisions. In this writing lesson, the teacher integrated assessment into the entire teaching-learning cycle by aligning learning objectives with assessment criteria, designing a communicative writing task, embedding peer evaluation and teacher feedback into the writing process, and reflecting on instruction based on student performance. The case illustrates that assessment literacy serves as a bridge between curriculum requirements and classroom implementation, supports students' view of writing as a continuous improvement process, and contributes to teachers' professional growth through ongoing cycles of practice and reflection. Based on the findings, suggestions for enhancing foreign language teachers' assessment literacy are offered, and the limitations of a single-lesson analysis are acknowledged.
Foreign Language Teacher Professional Development
Teaching-Learning-Assessment Integration
Research on Teachers' Focused Corrective Feedback in Learners' Composition
This paper aims to explore the role and impact of teachers’ focused corrective feedback in learners’ writing. Focused corrective feedback, as an essential teaching strategy, plays a crucial role in language learning. By analyzing teachers’ feedback methods in writing instruction, particularly when it comes to pinpointing and rectifying language errors, this paper comprehensively discusses how such feedback can effectively assist students in improving their writing skills. It also elaborates on how it helps enhance language proficiency and identifies the best practices for implementing it across different educational contexts. Through an in-depth literature review, this paper further examines the distinct advantages, potential challenges, and specific conditions under which focused corrective feedback is most applicable, providing valuable insights for educators.
Exploring and Applying Interdisciplinary Teaching Elements in Foreign Language Teaching and Research Press High School English Textbooks: A Case Study of B1U6 Longji Rice Terraces
This study aims to explore and apply interdisciplinary elements in high school English textbooks, using the lesson Longji Rice Terraces as a case. Grounded in Content and Language Integrated Learning, interdisciplinary teaching theory, and constructivism, the research employs literature review and content analysis to identify geographical, historical, and biological elements embedded in the text, illustrations, and exercises. The findings reveal that the lesson offers rich interdisciplinary content, including principles of mountain terrain modification, rainwater harvesting, soil conservation, ethnic cultural heritage, historical construction timelines, ecosystem dynamics, and sustainability concepts. Based on these analyses, a comprehensive teaching plan is designed for first-year high school students, specifying language, cultural, thinking, and learning objectives, along with modular activities such as contour mapping, historical role-play, ecosystem concept mapping, and a debate on sustainable agriculture. The study confirms the feasibility of using English textbooks as vehicles for interdisciplinary instruction and provides practical references for teachers to integrate multiple disciplines into English classrooms, thereby fostering students’ holistic competencies and interdisciplinary thinking.
Content and Language Integrated Learning
Research on the Current Situation and Development Strategies of English Teachers’ Intercultural Communicative Teaching Competence
Against the backdrop of in-depth advancement of global education and the implementation of the new curriculum reform, intercultural communicative competence has become a vital component of English core literacy. English teaching is no longer limited to the instruction of linguistic knowledge, but emphasizes the cultivation of students’ intercultural communication awareness and comprehensive communicative competence. As the core subject of teaching activities, English teachers’ intercultural communicative teaching competence directly determines the quality and effectiveness of intercultural teaching. This paper systematically sorts out the current development status of English teachers’ intercultural communicative teaching competence and analyzes the prominent problems in teaching cognition, practical ability, cultural literacy reserve, and teaching guarantee. Combined with the practical teaching situation of basic and higher English education, this study proposes targeted development strategies from four dimensions: teachers’ self-improvement, campus teaching empowerment, optimization of the training system, and improvement of the evaluation mechanism. The research aims to provide references for improving English teachers’ intercultural teaching ability, implementing the competency-based educational goals of English discipline, and cultivating compound talents with international vision.
The Integration of Community Language Learning and Artificial Intelligence: A Conceptual Framework for Enhancing Senior High School Students’ Oral English Proficiency
In the era of globalization, the communication among countries is sharply increased. English is of great importance to contribute to this kind of communication and it’s usually achieved in the oral form instead of written form because of its features like immediacy and high efficiency of exchanging information. Therefore, emphasizing on the improvement of oral English is crucial for English teaching. On the contrary, however, the truth is that it’s ignored to varying degrees in different schools, causing the problem of failing to satisfy the requirement for oral English proficiency from society. This essay aims to make changes to the present situation by introducing the integration of Community Language Learning and Artificial Intelligence and it gives a clear demonstration to the ways and challenges that may meet in the process of integrating Community Language Learning and Artificial Intelligence in detail.
Strategies for English Writing Teaching in Senior High School Based on the Deep Learning Theory
Deep learning is an effective path to cultivate students' key competence and build high-quality English classrooms. Targeting four prominent difficulties in senior high school English writing teaching, this paper takes six core characteristics of deep learning as the theoretical framework and selects the writing module of Unit 6 from Foreign Language Teaching and Research Press Book 2 as a teaching case. It proposes five targeted teaching strategies to transform students’ surface mechanical writing into deep autonomous learning. The teaching design centered on deep learning can effectively stimulate students’ writing motivation, help them construct systematic genre knowledge, and improve their comprehensive English writing ability.
How to Help Middle School Students Reduce English Test Anxiety
With the rise of humanistic psychology in the 1950s and 1960s, researchers and language educators have increasingly recognized the significant role of affective variables in language acquisition. Among these variables, English test anxiety has emerged as a critical factor influencing students’ performance. Since the late 1950s, when Samson initiated formal research on test anxiety, this field has evolved into a specialized area of study. While much of the research in China has focused on general test anxiety, there has been limited exploration of English test anxiety specifically. This paper examines the theoretical foundations of foreign language anxiety and its impact on middle school students, drawing on existing literature in psychology and language education. By analyzing the causes of test anxiety among junior high school students, which stem from personal, academic, and environmental factors, the study proposes several strategies for reducing anxiety, including guiding students to make reasonable attributions, setting phased goals, and creating a supportive learning environment. The findings underscore the importance of addressing test anxiety, offering insights for educators and policymakers to foster a more psychologically conducive learning atmosphere.
An Analysis of College English Teachers’ Classroom Discourse in AI-Empowered Teaching Context
Teacher discourse is not only a medium for knowledge transmission but also an important tool for constructing classroom interpersonal relationships. In the context of AI-empowered foreign language teaching, this paper analyzes the classroom discourse of three award-winning teachers from the 2025 FLTRP Star Teacher Contest from the perspectives of mood and modality within Halliday’s interpersonal function theory.The study finds that the three teachers share common features in their use of the mood system: they are adept at using well-structured interrogative mood to guide students‘thinking, employ the first-person plural “we” to shorten the distance between teacher and students, and politely handle the imperative mood to mitigate the directness of instructions. In terms of the modality system, median and low modal value words appear frequently, while high modal value words are used cautiously and point to objective requirements, reflecting a consultative teacher-student relationship. These discourse strategies collectively construct an equal and open classroom interpersonal atmosphere. This study reveals the interpersonal functional characteristics of excellent teachers’ classroom discourse in AI-empowered teaching contexts and provides useful references for pre-service English teachers, particularly English education majors, to reflect on and optimize their own discourse practices.
Research on the Strategies of Cultivating Chinese Cultural Awareness in Junior High School English Reading Teaching
In 2014, the Ministry of Education issued Opinions on Comprehensively Deepening Curriculum Reform and Implementing the Fundamental Task of Cultivating Talents through Virtue, which identified the construction of a core competency framework as a crucial measure in advancing curriculum reform. The subsequent release of English Curriculum Standards for Ordinary Senior High Schools in 2017 accelerated a new wave of educational innovation. This document marked the first official proposal to cultivate core competencies as the central goal of English education, within which cultural awareness was accorded significant importance. However, in actual teaching practice, the cultivation of cultural awareness in junior high school English reading instruction remains largely neglected, and existing studies predominantly focus on senior high or tertiary levels. This paper aims to analyze the current deficiencies in cultural awareness cultivation within junior high school English reading classrooms and to propose practical pedagogical strategies, with particular emphasis on integrating Chinese cultural elements. Methodologically, this study adopts a literature review approach, combined with a critical analysis of teaching practices and classroom observation. The analysis identifies four major problems: relatively monotonous teaching methods lacking systematic guidance, limited and unevenly distributed instructional time, insufficient development of course resources, and teachers’ inadequate cultural literacy despite their awareness of cultural teaching. In response, this paper proposes a series of reading instruction strategies covering pre-reading, while-reading, and post-reading activities to systematically enhance students’ cultural awareness. The findings may provide frontline teachers with some actionable references and suggestions for textbook interpretation, instructional design, and classroom implementation.
Cultivation Strategies for Cultural Awareness in High School English from a Multimodal Perspective
The National English Curriculum Standards for Senior High Schools (2017 Edition, 2020 Revised) identifies "cultural awareness" as one of the four dimensions of core competencies in English language teaching, yet its cultivation is hindered by persistent challenges, including one-sided presentation of cultural knowledge, superficial cultural understanding, and insufficient critical thinking skills. To address these challenges, this paper draws on multimodal theory to examine its compatibility with cultural awareness cultivation, proposing three concrete teaching strategies: utilizing film and video resources to reconstruct cultural contexts, interpreting visual metaphors in images, and employing music and body movements to enhance cultural perception. This paper demonstrates that these strategies effectively guide students from rote memorization toward deeper cultural comprehension, affective engagement, and authentic practice by leveraging the synergistic interplay of visual, auditory, and kinesthetic modes. It concludes that multimodal theory not only offers a viable remedy to the limitations of traditional text-based instruction but also provides a practical framework for designing culturally immersive and cognitively engaging classroom experiences, thereby facilitating the effective implementation of cultural awareness cultivation in senior high school English classrooms.
An Analysis of the Causes and Intervention Strategies for Struggling English Learners in Senior High School
The poor English students in High school refer to those with normal intelligence who, due to various subjective and objective factors, experience difficulties in English learning and fail to meet the curriculum standards. The existence of this group not only affects students’ personal academic development and psychological well-being but also poses a challenge to the overall improvement of English teaching quality. Based on a review of relevant studies, this paper systematically analyzes the causes of English learning difficulties from two dimensions—internal factors and external factors—and proposes targeted transformation strategies, including stimulating learning interest, consolidating language foundation, strengthening learning method guidance, cultivating good habits, implementing tiered instruction, enhancing psychological counseling, and constructing a home-school-community collaborative education mechanism. The study suggests that the transformation of students with learning difficulties is a systematic project requiring the joint efforts of teachers, students, families, and society. Only through a multi-pronged approach can these students overcome their difficulties and achieve development in English learning.
The Reflection and Application of Communicative Language Teaching in English Teaching
Emerging in late 1960s, Communicative Language Teaching showed some changes in the British language teaching tradition. It shifted from Situational Language Teaching about the mere mastery of structures to emphasize communicative proficiency. This approach has brought great influence to foreign language education, especially the English instruction. Here it briefly discusses some language and learning theories about Communicative Language Teaching, and certain principles are provided for teachers to improve teaching efficiency and for learners to take their responsibility in learning. Finally,one listening and speaking class in senior high school will be conducted to show the application of Communicative Language Teaching, hoping to facilitating English teaching.
A Study on the Application of Narrow Reading to Continuation Writing Instruction in Senior High School English
As a task that integrates language comprehension with creative production, continuation writing has become an important component of senior high school English instruction. However, in teaching practice, students frequently encounter problems such as failing to grasp the plot accurately, using monotonous language, and producing continuations that are stylistically inconsistent with the original text. These problems largely stem from students’ insufficient background knowledge on relevant topics, limited linguistic resources, and weak awareness of textual structures. Narrow reading (Krashen, 1981, 2004), which refers to the practice of reading multiple texts on the same topic, of the same genre, or by the same author, facilitates the internalization of linguistic knowledge through repeated exposure to language items in similar contexts, thus offering a potential solution to the above difficulties. Grounded in the Input Hypothesis, the Output Hypothesis, and Schema Theory, this study explores the application strategies and implementation approaches of narrow reading in senior high school continuation writing instruction. It proposes principles for material selection (thematic consistency, appropriate difficulty, and interest), input implementation strategies (activating schemas before reading and constructing schemas during reading), and output guidance strategies (discussing and predicting before writing and consciously applying accumulated language knowledge during writing). A teaching case based on the 2025 National College Entrance Examination (Volume I) continuation writing task is also presented. This study constructs a teaching framework of “same-theme input - schema construction - continuation output,” which offers practical references for frontline senior high school English teachers.
From Technological Application to Integrative Empowerment: Reconstructing the Paradigm of Foreign Language Teachers' Professional Development Based on TPACK
Digitalization is reshaping foreign language education, yet classroom technology use remains superficial, decoupled from subject and teaching theories, failing to deliver substantive teaching empowerment. The TPACK theoretical framework integrates technological knowledge (TK), content knowledge (CK) and pedagogical knowledge (PK), offering solutions to fragmented tech application. This paper constructs a TPACK-oriented "integrative empowerment" professional development paradigm for foreign language teachers. It addresses three core dilemmas of current teachers’ technology practice, elaborates the three-layer structure of the new paradigm, and proposes operable implementation paths covering instructional design, teacher community construction, multi-dimensional support and developmental evaluation. The research aims to improve foreign language teachers’ digital integration literacy and professional autonomy, retain the humanistic value of language teaching amid digital transformation, and cultivate globalized local language talents.
Application Strategies of Multi-modal Teaching Model in Senior High School English Reading Teaching
This paper addresses the predicaments in senior high school English reading teaching: teachers’ excessive focus on vocabulary and grammar knowledge results in fragmented knowledge; reading materials are disconnected from students’ daily lives; and students’passive knowledge reception leads to lack of learning motivation. To tackle these problems, based on the "viewing" skill and the English Learning Activity Framework stipulated in the English Curriculum Standards for Senior High Schools this paper proposes classroom optimization through a multi-modal teaching model and thoroughly explores its applicable strategies in senior high school English reading instruction. The author defines the concepts of modality and multi-modal teaching, highlighting that this model activates multiple senses via diversified symbolic carriers such as language, images, sound and body language to achieve collaborative meaning construction. Taking The Monarch’ s Journey from Compulsory Book 1 of Foreign Language Teaching and Research Press senior high school English textbooks as a case study, specific application strategies are elaborated: first, adopt audio-visual integrated lead-in and activate students’ thematic schemata by playing animal migration videos; second, build visual, auditory and tactile situational contexts, and deepen students’ text comprehension and emotional experience with pictures, audio materials and VR migration route diagrams; third, carry out full-process diversified evaluation, which monitors and feeds back on reading learning effects through question chains, project presentations and self-assessment forms. The study verifies that multi-modal teaching can remarkably improve students’ reading motivation, ability to deploy reading strategies and cultural awareness. It offers a clear pathway for teachers to transform their identity from classroom managers to instructional designers and learning guides, and carries practical value for fulfilling core literacy cultivation goals and elevating teaching quality.
Senior High School English Reading Teaching
A Study on the Integration of Teaching on Borrowing Costs and Financing Costs in International Trade Enterprises Under the Guidance of Ideological and Political Education in the Curriculum
The in-depth advancement of ideological and political education in courses requires the organic integration of value-oriented guidance and professional knowledge at the theoretical level. This paper uses borrowing costs and the financing costs of international trade enterprises as knowledge carriers, incorporating the theory of incomplete markets from finance, the information economics theory from accounting, and the theory of externalities from international trade to construct an interdisciplinary analytical framework of “financing behavior—accounting recognition—economic consequences.” On this basis, the paper proposes an integration pathway for ideological and political education that is endogenous to the theoretical logic of the discipline, providing a theoretical foundation for finance and economics courses to achieve the unity of knowledge transmission and value cultivation.
Integrating Ideological and Political Education into Courses
Transformation of English Teaching System Against the Background of the New Era
With the advancement of the times, English teaching systems, especially those for primary and secondary school English courses, have undergone continuous transformation. This paper analyzes the prominent existing problems in English courses, sorts out the driving forces behind English curriculum reforms in China’s education, and outlines a comprehensive new blueprint for holistic student development. It summarizes the transformations of the new primary and secondary school English curriculum system with Chinese characteristics in the new era, focuses on four major breakthroughs brought by the new round of English curriculum reform, and finally discusses the remaining challenges and difficulties in fully implementing the reform, so as to provide references for the further development of English teaching.
Teaching Design and Practice of Junior High School English Reading Based on the English Learning Activity View — A Case Study of He Studies Harder Than He Used To in Section B, Unit 4, Grade 9 PEP English Textbook
The Compulsory Education English Curriculum Standard (2022 Edition) advocates the English learning activity view featuring integration of learning and thinking as well as priority of application and creation. It emphasizes promoting the development of students’ core competencies through correlated, progressive and practical learning activities. Nevertheless, current junior high school English reading teaching is still plagued by fragmented, superficial and stereotyped teaching activities. On the basis of interpreting the connotation and three-tier activity framework of the English learning activity view, this paper takes the reading text He Studies Harder Than He Used To in Section B, Unit 4 of Grade 9 PEP English textbook as an example. It presents a complete teaching design from four dimensions: text analysis, student analysis, formulation of teaching objectives and design of teaching procedures. This research aims to provide references for frontline English teachers to implement the concepts of the new curriculum standard and optimize reading teaching design.
A Corpus-based Study of Word Errors in Senior High School Students’ English Writing
Vocabulary serves as a cornerstone of English writing, yet word errors remain a prevalent and under-addressed issue in senior high school students’ compositions. This study constructs a corpus from 242 student writings from a Sichuan high school. Employing CLEC error classification guidelines for analysis, it investigated the distribution and causes of word errors. In terms of frequency, these errors were ranked from highest to lowest as follows: ambiguity, substitution, absence, part-of-speech errors, redundancy, repetition, and word order errors. Key contributing factors included mother tongue interference, insufficient language knowledge, and limited exposure to authentic English. Based on these insights, the study proposed targeted teaching suggestions aimed at reducing word errors and enhancing overall writing proficiency among high school students.
Explorations into Using AI to Enhance Creative Teaching of Chinese Language in Primary and Secondary Schools
In the context of the artificial intelligence era, this study aims to explore the pathways and value of AI in enhancing creative Chinese language teaching in primary and secondary schools. The research comprehensively employed literature review methods to synthesize relevant theoretical and practical findings domestically and internationally, while utilizing questionnaire surveys and classroom observations to assess current applications of AI in creative Chinese language instruction. Results indicate that AI has been applied in areas such as intelligent writing assistance and virtual teaching environments; however, challenges remain, including insufficient technological maturity, concerns regarding data security and privacy protection, teachers' cognitive biases, and limitations inherent in traditional evaluation systems. To address these issues, the study proposes strategies such as strengthening technological development, improving data security mechanisms, conducting teacher training programs, and establishing diversified evaluation frameworks. The research concludes that emerging AI technologies will integrate deeply with Chinese language education, exert profound impacts on the educational ecosystem, and create new opportunities for innovative advancement in language education.
Chinese Language Education in Primary and Secondary Schools
Mechanisms, Advantages and Challenges of AI-Assisted Feedback in Senior High School English Writing
With the rapid development of artificial intelligence (AI), AI-assisted feedback has gradually become an emerging approach in English writing instruction. In senior high school English education, writing feedback plays an important role in helping students identify problems, revise texts, and improve their writing competence. Compared with traditional teacher feedback, AI-assisted feedback provides learners with immediate responses through automated text analysis and offers new possibilities for improving feedback efficiency. However, writing is a complex process involving not only language accuracy but also content development, discourse organization, and effective communication. Therefore, the role of AI-assisted feedback in writing instruction requires further exploration. This paper discusses the mechanisms, advantages, and challenges of AI-assisted feedback in senior high school English writing.
A Study on Strategies of Instructing Students to Tell China's Stories in English in the New Era
In the current wave of globalization, the connections among countries around the world are increasingly close. China is playing an increasingly important role on the international stage, and there is an urgent need to tell China's story, present China's image and spread Chinese culture to the world. The General High School English Curriculum Standards (2017 Edition, 2025 Revision) also put forward requirements for telling China's story well—having a certain ability to communicate and disseminate Chinese culture across cultures (Ministry of Education, 2020). English, as an international language, is an important medium for China to convey its voice to the outside world and plays a crucial role in cross-cultural communication. However, due to cultural differences and language barriers, there are certain limitations in the world's understanding of China. As English teachers, it is our responsibility to explore effective teaching methods to guide students to tell China's stories accurately and vividly in English, so that the world can better know and understand China. This article, guided by humanistic learning theory, the input and output hypothesis, and intercultural communication theory, explores this issue from the perspectives of what, why, and how.