Educational and Humanities ISSN Print: 3104-4352 ISSN Online: 3104-4360 CD ISSN: 3104-4379
Research on AIGC-Enabled Mentorship Project System and Innovative Talent Cultivation in Higher Vocational Colleges
Against the backdrop of rapid development of artificial intelligence, generative artificial intelligence has become an important force driving change in the field of education. This study explores the application and effectiveness of AIGC-empowered mentorship project system in the cultivation of innovative talents in vocational colleges. Through empirical research and case analysis, it has been found that the mentorship project system empowered by AIGC can significantly enhance students' innovation and problem-solving abilities, optimize project output and achievement transformation, enhance learning engagement and team collaboration. The study also constructed a "six-in-one" innovation path model, providing a systematic framework for the deep integration of AIGC and mentorship project system. However, research also suggests that the long-term effects, ethical standards, and institutional safeguards of AIGC in education still need further exploration. This study provides theoretical support and practical reference for vocational colleges to achieve high-quality development in the context of digital transformation.
Copyright (c) 2026 by author(s) and Erytis Publishing Limited. https://creativecommons.org/licenses/by/4.0/
The Practice of Community Language Learning Method in Junior High English Writing
In the context of globalization, English writing, as an important part of junior high school English teaching, is facing numerous challenges, such as low student participation, insufficient language output ability, and rigid teaching methods. The traditional teacher-centered teaching model has been unable to meet the needs of cultivating the comprehensive qualities of contemporary students. This study, through case analysis, explores the application strategies of the Community Language Learning method in junior high school English writing teaching. This innovative teaching method relocates the roles of teachers and students, creates a low-anxiety learning environment, and strengthens the collaborative learning mechanism, providing an effective solution to the existing teaching problems. This research shows that the CLL teaching method has significant effects in reducing students’ writing anxiety and enhancing individualized expression, but there is still room for improvement in aspects such as classroom time management.
Generative AI in Civic Education: A Multi-Case Study of Pedagogical Innovation and Governance in Higher Education
The rapid diffusion of generative artificial intelligence (AI) is reshaping higher education, raising critical questions about its integration into civic reasoning, public judgment, and ethical learning. While existing studies have examined its pedagogical opportunities and risks, limited attention has been paid to practice-oriented institutional models that are both educationally effective and transferable. This study addresses this gap by examining how universities operationalize generative AI through the interaction of technology, pedagogy, and governance, and by identifying lessons for emerging institutions. Using a qualitative multiple-case study design, the study analyzes three international cases: Harvard University (USA), University College London (UK), and the University of Helsinki (Finland). Data were collected from institutional reports, policy documents, academic publications, and open-access course materials, and analyzed through thematic analysis. Drawing on digital governance theory, experiential learning theory, and political socialization in digital environments, the study develops a Technology-Pedagogy-Governance (TPG) framework for comparative analysis. The findings reveal three distinct but complementary institutional pathways. Harvard demonstrates AI-supported civic reasoning through its use as an analytical assistant; UCL highlights governance-centered design through differentiated assessment frameworks; and Helsinki emphasizes AI literacy and ethics as a foundation for civic competence through scalable open-access education. Across cases, effective practices converge on controlled AI integration, critical thinking-centered pedagogy, and explicit ethical governance. This study contributes by extending generative AI research into civic education, advancing institution-based analysis beyond abstract debates, and proposing a transferable AI-enhanced civic education model. It suggests that emerging universities should adopt a sequenced approach: prioritizing AI literacy, followed by bounded pedagogical integration, and supported by clear governance frameworks.
A Brief Discussion on the Synergistic Development Path of Individual Education and Holistic Education
Individual education and holistic education, as core components of the educational system, are not mutually exclusive but rather an interdependent and dialectically unified organic whole. Individual education emphasizes respecting students' differences and subjectivity, aiming to achieve personalized development, while holistic education focuses on educational equity and systematic approaches to promote collective competency enhancement. Starting with an analysis of the connotations of individual and holistic education, this paper explores their dialectical relationship, examines imbalances in current educational practices, and proposes collaborative development strategies tailored to different educational stages. The findings aim to provide theoretical references and practical insights for building a modern education system that balances individualization and holistic development.
The Theoretical Foundation and Localized Construction of the 5E Instructional Model in English Language Teaching
The 5E instructional model originated from the curriculum research of the Biological Sciences Curriculum Study (BSCS) in the United States, with its philosophical foundation rooted in constructivist learning theory. In recent years, this model has been widely applied in China's English teaching reform. However, during the process of interdisciplinary transplantation, problems such as vague theoretical interpretation and mechanical application have emerged. This study aims to clarify the inherent logical connection between the 5E model and English subject teaching from a theoretical perspective. Firstly, the paper traces the constructivist origins of the 5E model, analyzing the alignment between its "inquiry cycle" and Dewey's "learning by doing" and Piaget's cognitive constructivism. Secondly, based on second language acquisition theories, it focuses on how the model responds to the "Input Hypothesis" (Krashen), "Output Hypothesis" (Swain), and "Interaction Hypothesis" (Long) in language learning, demonstrating how the "Exploration" phase facilitates comprehensible input, and how the "Explanation" and "Elaboration" phases drive pushed output. Thirdly, the study focuses on the localization path of this model within the context of Chinese foreign language teaching, pointing out that the "Exploration" phase needs to integrate "focus on form," and the "Evaluation" phase needs to integrate formative assessment with the examination-oriented needs of Chinese classrooms. Finally, it attempts to construct a theoretical framework for the 5E model in English teaching that integrates Chinese and Western perspectives, balancing language and cognition.
Dynamic Mechanism, Patience Dilemma and Incentive Pathways for Enterprise Participation in Industry-Education Integration Under the Background of Digital Transformation
Industry-education integration is a core path for enterprises to achieve high-quality development in digital transformation, driven by multiple factors including economy, strategy and policy. However, the superposition of accelerated technological iteration, uncertain technological routes, the impact of the gig economy and short-termism in the capital market is systematically eroding enterprises’ long-term patience in school-enterprise co-construction, leading to a "patience dilemma" characterized by weakened willingness to cooperate, superficial participation and insufficient sustainability. The solution lies in establishing a risk buffer mechanism across technological cycles, correcting the cost externality of the gig economy, and activating the asset attribute of educational contributions. This will promote industry-education integration from formal cooperation to substantive symbiosis, and realize two-way empowerment and value co-creation between enterprises and education amid the tension between speed and stability.
A Study on the Reconstruction and Enhancement of the Teaching Competency Framework for Physical Education Majors Under the CIPP Model
Objective: Against the backdrop of basic education curriculum reform and the strategy to build China into a sports powerhouse in the new era, this study addresses issues such as unclear objectives, fragmented training processes, and one-dimensional evaluation methods in the development of teaching competencies among physical education majors in higher education institutions. By introducing the CIPP evaluation model, the study aims to systematically reconstruct the teaching competency framework for physical education majors and explore pathways for its enhancement. Methods: Using the CIPP model as a theoretical framework, this study comprehensively employed literature review, questionnaire surveys, mathematical statistics, expert consultation, interviews, and case studies to investigate and analyze the current status of teaching competencies among physical education majors in Guangdong’s universities and their influencing factors. Taking the physical education program at Zhaoqing University as a typical case, the study constructed and implemented a CIPP-based teaching competency evaluation system and practical implementation plan. Results: The study found that the overall level of teaching competence among physical education majors is moderate, with significant disparities in competence structure. The formation and development of these competencies are jointly influenced by multiple factors, including the positioning of educational objectives, the allocation of curriculum and practical resources, and the teaching implementation and evaluation processes; The teaching competency evaluation system constructed based on the CIPP model can comprehensively and dynamically reflect the formation process and developmental outcomes of students’ teaching competencies; through clarifying educational objectives, optimizing curriculum and practical conditions, and strengthening formative assessment and feedback mechanisms, Zhaoqing University has preliminarily established a new model for cultivating teaching competencies among physical education majors that is both practical and worthy of broader adoption. Conclusion: The CIPP model aligns closely with the intrinsic logic of teaching competency development among physical education majors. Applying it to the restructuring and evaluation of teaching competency systems facilitates a shift from a results-oriented approach to one focused on process and development. This provides effective theoretical tools and practical pathways for reforming the cultivation and evaluation of teaching competencies among physical education majors in higher education institutions, holding significant implications for enhancing the quality of physical education teacher training.
The Application of Process Writing Method in Senior High School English Writing Teaching
Writing is a crucial method for conveying information and providing feedback on English language proficiency. In high school, writing stands as a pivotal focus and challenge that demands attention. However, current high school writing instruction faces numerous challenges, including scarce practice opportunities and limited teaching methods. Many teachers overly rely on product-based writing instruction, neglecting guidance on the writing process and cultivation of students' interests. Consequently, students gradually develop a fear of writing and lack motivation to actively participate in the writing process. Therefore, there is an urgent need to explore and improve writing instruction methods to stimulate students' learning enthusiasm and enhance their writing proficiency. The process writing approach, through the orderly connection of various stages, fully mobilizes students' subjective initiative, cultivates thinking skills, and promotes interactive communication, thereby contributing to the improvement of high school English writing instruction quality and students' writing proficiency.
AI-Enabled Teaching Models for Traditional Chinese Calligraphy: Balancing Technical Inheritance and Creative Development in Higher Education
The rapid iteration and practical application of Generative Artificial Intelligence (AIGC) have reconstructed the teaching ecology and creative practice logic of higher calligraphy education, posing new challenges to the cultivation of students' traditional calligraphy skills and creative development. As the core training objective of higher calligraphy education, the balance between technical inheritance and creative development is reflected in students' comprehensive abilities to accurately master traditional techniques, independently express aesthetics, conduct practical exploration, and achieve innovative breakthroughs in calligraphy learning. Taking higher calligraphy education as the research field, this study combines constructivist learning theory, cultural heritage education theory, and educational technology integration theory to analyze the core connotation and constituent dimensions of technical inheritance and creative development in higher calligraphy teaching in the AI era, explore the dual impacts of AI technology on calligraphy teaching, and construct a targeted teaching model and implementation strategies. This research aims to fill the research gap in the balanced cultivation of technology and creativity in higher calligraphy teaching under the background of the integration of AI and traditional art education, and provide theoretical references and practical paths for the teaching reform and talent training of higher calligraphy education.
The Application of Meaningful Learning Theory in Developing Vocabulary Depth and Breadth in Junior High School English Teaching
This study addresses the prevalent issue of inefficient vocabulary acquisition in junior high school English teaching by proposing pedagogical strategies grounded in Ausubel's Meaningful Learning Theory. Focusing on the dual objectives of developing vocabulary depth and breadth, the research develops and exemplifies concrete instructional approaches. Through an in-depth teaching case analysis of the unit “Stay Healthy”, these approaches operationalize how to deepen lexical knowledge across semantic, cultural, and associative dimensions, while simultaneously broadening its scope through word-formation, contextualization, and interdisciplinary connections. The findings demonstrate that the approaches guided by meaningful learning principles can transform vocabulary instruction from rote memorization into active cognitive construction. This study offers both theoretical insights for second language vocabulary acquisition and practical strategies for educators, ultimately aiming to enhance students' lexical competence for effective communication.
Research on Cultivation Strategies for Improving College Students' Higher-Order Thinking Abilities Based on Bloom's Taxonomy of Educational Objectives
Against the backdrop of the transformation of higher education from knowledge transmission to competence-based education, the cultivation of higher-order thinking abilities has become a core demand for the development of innovative talents. Based on Bloom's Taxonomy of Educational Objectives (the 2001 Revised Version), this paper systematically explores the cultivation strategies for college students' higher-order thinking abilities. By analyzing the current situation of cultivating college students' higher-order thinking abilities, it is found that there exist such problems as the weak cultivation of creative ability, insufficient problem-solving ability and the lack of metacognitive ability. In response to these problems, the study puts forward optimization strategies from three aspects, providing a certain theoretical basis and practical reference for the teaching reform in colleges and universities.
Bloom's Taxonomy of Educational Objectives
Philosophy of University Curriculum and Instruction
Philosophy of university curriculum and instruction is a core component of higher education. They are closely related and work together to improve the quality of education. Curriculum design not only affects students’ academic learning outcomes, but also exerts a profound influence on the cultivation of their critical thinking, innovative ability, and sense of social responsibility. At the same time, philosophy of university curriculum and instruction is a very important part of educational theory. It explores how to design, implement, and evaluate university curricula, and reflects educators’ basic ideas, values, and goals concerning teaching. Any theory and practice of curriculum and instruction more or less implies certain fundamental philosophical assumptions. No matter how we view curriculum and instruction, it is always related to the nature of knowledge and its teaching. What should teachers teach? How should students learn? Who should determine the curriculum? Answers to these questions all reflect the respondent’s view of knowledge. Moreover, different views of knowledge will largely shape the answers to these basic questions. By analyzing the internal logic of curriculum design and teaching practice, this chapter reveals how the two jointly shape the quality of education.
Copyright (c) 2026 by author(s) and Erytis Publishing Limited.
Research on Promotion Paths of Primary Education Majors' Awareness of Stick Figure Application
Against the backdrop of the increasing visualisation of information dissemination, stick figures have become a commonly used teaching form in primary school classrooms due to their characteristics of strong generality and rapid expression. Since the 1980s, the skill of stick figure drawing has been an essential competency for normal university students majoring in primary education. However, in practical teaching, some of these students lack sufficient attention and have a weak awareness of application, which hinders the improvement of their stick figure drawing skills. To address this issue, starting with the cultivation of application awareness, this paper proposes three approaches: strengthening theoretical cognition, intensifying practical training, and integrating teaching scenarios with illustrations and texts. It is argued that enhancing application awareness is the key to promoting the improvement of stick figure drawing skills.
Normal university students majoring in primary education
Survey and Enhancement Strategies for Vietnamese Students' Identification with Northern Guangxi's Red Music Culture in the Context of the China-Vietnam Community of Shared Future
Against the backdrop of the continuous deepening of the China-Vietnam Community with a Shared Future, people-to-people bonds serve as the core pillar of bilateral cooperation and have become a vital link connecting the emotions of young people from both nations. As a significant birthplace of red culture in southern China, the northern Guilin region's red music culture carries revolutionary historical memories and shared spiritual genes between China and Vietnam. It serves as an important vehicle for disseminating Chinese culture to Vietnamese international students and fostering mutual cultural empathy between the two countries. This study surveyed 230 Vietnamese liberal arts students from three universities in Guilin (Guangxi Normal University, Guilin University of Electronic Technology, and Guilin University of Technology), focusing on their recognition of Northern Guangxi's red music culture. It analyzes core factors influencing recognition levels and proposes targeted enhancement strategies based on survey data, offering practical references for advancing the international dissemination of Northern Guangxi's red music culture and deepening people-to-people bonds among Chinese and Vietnamese youth.
China-Vietnam Community with a Shared Future
English Vocabulary Teaching in Senior High School from the Perspective of the Activity-based Approach
In English learning, vocabulary is the foundation, and the development of students' vocabulary acquisition ability plays an important role in English teaching. However, the current senior high school English vocabulary teaching is stereotyped in design and superficial in practice, and fails to truly achieve the teaching goal of improving students' vocabulary learning and application ability, which is contrary to the educational concept proposed in the English Curriculum Standards for Ordinary High School (2017 edition 1). The Activity-based Approach advocates that teachers should design comprehensive, related and practical teaching activities, so that students can internalize what they have learned in a series of learning processes integrating language, culture and thinking, enhance their learning and application ability and cultivate high-level thinking. Therefore, this paper explores the principles of vocabulary teaching and the design of vocabulary teaching activities from the perspective of Activity-based Approach.
Research and Practice on the New Apprenticeship Training Pathway for Integrated Circuit Industry Talents
In response to the shortage of high-skilled talents and the disconnection between traditional training models and industrial demands amidst the accelerated domestic substitution in the integrated circuit (IC) industry, this paper systematically elaborates on a new apprenticeship training pathway characterized by "One Student, One Pathway" and "Primary-Secondary Job Synergy." Based on the mod-ern apprenticeship talent training scheme of Suzhou Industrial Polytechnic, this pathway relies on the "New Factory-in-School" co-built with domestic leading enterprises such as Empyrean, Eswin, and Accotest. It reconstructs a modular curriculum system comprising 20 courses totaling 157.5 credits, emphasizing practical training on domestic EDA tools, domestic test equipment, and domestic chips. By implementing a four-stage progressive training process—"Foundation Consolidation → Core Specialty Construction → Primary-Secondary Job Com-prehensive Practice → Enterprise Post Training"—and establishing a differenti-ated assessment mechanism where the primary job accounts for ≥70% of the weight, the pathway effectively achieves a precise match between student skill growth and enterprise job requirements. Practice shows that this pathway sig-nificantly improves graduates' job adaptability and operational capabilities with domestic tools, providing a replicable paradigm for similar institutions.
Exploration on the Path of Aesthetic Education Reform and Practice in Colleges and Universities in the New Era -- From the Dual Perspectives of Demand Survey and Intangible Cultural Heritage Integration
As the core carrier of aesthetic education, sentiment education and spiritual education, aesthetic education is an important way for colleges and universities to implement the fundamental task of fostering virtue through education and cultivate students’ innovative awareness and comprehensive literacy. Against the background of the New Era, the reform of aesthetic education in colleges and universities is confronted with practical problems such as imperfect curriculum system, single practical form and insufficient resource integration. Local undergraduate universities need to optimize the supply of aesthetic education based on students’ actual needs. As an autonomous region with ethnic minorities, Guangxi can innovate the content and form of aesthetic education by relying on the cultural resources of intangible cultural heritage (ICH). Taking Guilin University of Technology as a research sample, this paper conducts a questionnaire survey on aesthetic education needs among 528 undergraduates of different grades, majors and genders (with an effective recovery rate of 96.8%). Combined with the practical exploration of integrating ICH into aesthetic education in local undergraduate universities, this paper discusses the practical path of aesthetic education reform in colleges and universities in the New Era from the dual dimensions of demand orientation and cultural empowerment, so as to provide a reference for colleges and universities to construct a diversified and systematic aesthetic education system.
A Dynamic Application Study of Advance Organizers in Senior High School English Reading Teaching from the Perspective of Scaffolding Theory
This study aims to address the persistent "static" application dilemma of advance organizers in senior high school English reading instruction, which often reduces them to isolated background inputs and fails to support students' deep comprehension and strategic autonomy. Based on Vygotsky's scaffolding theory, and integrating insights from constructivism, second language acquisition, and individual differences theory, a dynamic theoretical reconstruction of the advance organizer is undertaken. Through theoretical analysis and model building, a dynamic application framework is constructed. The research proposes a three-phase dynamic model centered on "diagnostic initiation—interactive transformation—gradual internalization." Corresponding design principles and application logic for senior high school English reading are clarified. This reconstruction endows the advance organizer with procedural and generative vitality. The reconstructed model provides a key theoretical pivot and practical pathway for shifting senior high school English reading teaching from a "knowledge-transmission" paradigm toward a "cognitive-development" para-digm, effectively bridging the gap between strategic design and deep learning needs.
A CiteSpace-based Visualization Analysis of Research Trends and Future Directions in AI-enabled Middle School English Language Teaching in China
Against the backdrop of the national strategy for educational digitalization, the integration of artificial intelligence (AI) with English language teaching (ELT) has become a significant driver of educational transformation. Using CiteSpace as a visualization tool, this study conducted a systematic analysis of journal articles indexed in the China National Knowledge Infrastructure (CNKI) database from 2013 to 2025. The findings reveal that this field is experiencing rapid development, with current core research directions focusing on personalized learning path design, immersive language environment construction, and data-driven intelligent teaching evaluation. The application of generative AI models—such as intelligent writing evaluation systems and AI conversational partners—is profoundly reshaping teaching models and methodologies. However, the study also identifies several challenges: a limited volume of high-quality studies, a lack of methodological diversity, and insufficient coverage of research subjects. Looking ahead, future research should emphasize a teaching transformation orientation, deepen the practical application of big data in specific instructional scenarios, and strive to build a human-AI collaborative teaching ecology to address challenges related to semantic understanding, data privacy, and the preservation of humanistic care in education.
A Study on English Listening Attrition among English-Japanese Majors Based on Dynamical Systems Theory
To respond the needs of the times, some universities have established English-Japanese bilingual programs to cultivate multilingual talents. Mastering two foreign languages simultaneously is a significant challenge for students. English listening plays an important role in their English learning process. Therefore, based on Dynamic Systems Theory (DST), this study uses questionnaires and semi-structured interviews to analyze the specific impacts and causes of listening attrition from the perspectives of environment, learners, and teaching—three subsystems. The study finds a significant correlation between the frequency of Japanese usage and English listening attrition, suggesting that frequent use of Japanese may negatively impact students' English listening skills. This research provides a new perspective on the phenomenon of listening attrition among English-Japanese bilingual students and offers valuable guidance for related educational practices.
Exploration of Empowering Practical Teaching Reform in Clothing Majors with Virtual Simulation Technology
With the rapid development of computer technology and simulation technology, the advantages of virtual simulation practical teaching in talent cultivation are becoming increasingly prominent, demonstrating the characteristics and advantages that traditional teaching does not possess. Therefore, this article aims to fully explore the characteristics and advantages of virtual simulation technology in practical teaching of clothing majors, in accordance with the overall requirements of deep integration of modern information technology and education. It focuses on building a virtual reality interactive, online and offline mixed, and in class and extracurricular linkage experimental teaching system; Develop a virtual simulation experiment teaching resource package; Reform the virtual reality interactive experimental teaching mode, implement the four step teaching method of "conception, design, practice, and evaluation", build a bridge between theoretical teaching and practical teaching, cultivate students' practical, innovative, and comprehensive application abilities, and lay the foundation for the cultivation of innovative and applied clothing talents.
Graphic Notation Activities in Early Childhood Music Teaching
This study explores the use of graphic notation in early childhood music education and its impact on children’s learning and development. Using semi-structured interviews with four preschool music teachers and classroom observations, the research identifies key benefits of graphic notation in both song teaching and music appreciation contexts. Graphic notation concretizes abstract musical concepts, supports creativity and self-expression, accommodates diverse learning needs, enhances engagement through multisensory experiences, and promotes holistic development across cognitive, social, and emotional domains. The findings highlight that graphic notation functions as a developmentally appropriate pedagogical tool, enabling young children to actively construct musical understanding rather than passively receive instruction. These insights provide practical implications for music educators, curriculum designers, and early childhood practitioners seeking to foster inclusive, engaging, and creative music learning experiences.
Historical Narrative in War Picture Books: Examining the Negotiation among Text, Image, and Collective Memory through Literature Review
This study systematically reviews academic literature on war-themed picture books to construct a cross-cultural and interdisciplinary analytical framework. Focusing on how this medium represents historical trauma, constructs collective memory, and conveys ideals of peace education, the research is grounded in theoretical perspectives from semiotics, narratology, and memory studies. Through a critical synthesis of domestic and international scholarship, it traces an evolution in research themes—from early content description and historical verification toward multidimensional analyses of narrative strategies, visual rhetoric, reader reception, and socio-cultural implications. The findings reveal that war picture books, as distinctive cultural texts, engage in complex meaning-making processes. These involve intertextual dynamics between image and text, dialogues between individual experience and grand historical narratives, and interpretive divergences shaped by varying national and regional historical contexts. While clarifying key academic trajectories and core debates, this review also identifies limitations in theoretical depth, cross-cultural breadth, and methodological innovation. Future research should integrate insights from visual culture studies, psychology, and education, while expanding focus to include non-mainstream narratives and digital forms. Such directions will offer finer-grained insights into the role of war picture books in shaping historical consciousness, facilitating intergenerational dialogue, and advancing cultures of peace.
Copyright (c) 2025 by author(s) and Erytis Publishing Limited. https://creativecommons.org/licenses/by/4.0/
Research on Curriculum Teaching Reform in Higher Vocational Education under the Context of Digital Intelligence—Taking the Course "Logistics Information Technology and Applications" as an Example
In order to meet the new demand for talent in the digital transformation of the logistics industry, and to solve the problems of disconnection between teaching and industry, as well as the solidification of teaching modes in logistics management majors in higher vocational education, this study takes the course "Logistics Information Technology and Application" as the object and explores the teaching reform path under the background of digitalization. Through literature research, industry investigation, empirical research, and other methods, analyze the characteristics of the curriculum and the current teaching situation, propose four teaching objectives of "strengthening theory, emphasizing practice, improving interest, and cultivating skills", construct an integrated teaching model of "curriculum research competition innovation", and implement strategies of "strengthening foundation, emphasizing practice, multi-dimensional evaluation, and good innovation". Through pre class preparation, integration of theory and practice during class, and post class expansion, the entire process design incorporates elements of digital teaching. The results indicate that the reform plan can effectively improve teaching quality, enhance students' job adaptability and innovation ability. The research results can provide practical reference for the digitalization reform of logistics courses in higher vocational education and enrich the teaching theory of vocational education.
Logistics Information Technology and Application
From "Task" to "Project": The Evolution and Reconstruction of the Approach to English Learning
This study aims to investigate the evolutionary logic of the Approach to English Learning from Task-Based Language (TBL) to Project-Based Learning (PBL). Employing historical-philosophical analysis, this research delves into key practices within the history of English education in China. It reveals that the pedagogical reforms during the Republic of China era already contained a "historical prototype" of TBL, while their later emphasis on cultural inquiry and self-development foreshadowed the "spiritual precursor" of PBL. The teaching model of the Yuan Dynasty's "Hui Hui Guo Zi Xue," which integrated language as a "technique" with practical knowledge such as commerce and mathematics, further demonstrates the ancient wisdom of PBL's interdisciplinary integration. The study posits that the evolution from TBL to PBL is, in essence, a philosophical reconstruction of the English teaching activity perspective,i.e a shift from "method-centered" to "learner-centered," from "skill training" to "competency cultivation," and from "disciplinary isolation" to "interdisciplinary integration." This historical examination provides theoretical support and practical insights for the current construction of a locally contextualized "post-PBL" integrated teaching framework.
AI-Empowered Digital Transformation in Language Education Research on Ecosystem Reconstruction and Implementation Pathways
Against the backdrop of deep integration between artificial intelligence technology and educational digitization, language education is undergoing comprehensive transformation—from teaching models to educational ecosystems. Leveraging core strengths in data processing, personalized adaptation, and scenario simulation, AI technology offers novel solutions to traditional challenges in language education, including insufficient practical scenarios, lack of personalized guidance, and monolithic evaluation systems. This paper systematically analyzes prominent issues in AI-empowered language education across technological integration, teaching practices, resource development, and evaluation mechanisms, focusing on core research topics including AI educational applications, language teaching innovation, and digital ecosystem construction. This study integrates theoretical and practical achievements in multimodal teaching, personalized learning, and intelligent laboratory development. From an ecosystem reconstruction perspective, it constructs a four-dimensional framework for AI-empowered language education development—encompassing the dimensions of “technological support, pedagogical innovation, resource integration, and assessment optimization. It explores practical pathways covering diverse scenarios including foreign language instruction, specialized language teaching, and cross-cultural communication training. This research provides theoretical references and practical paradigms for overcoming digital transformation bottlenecks, enhancing teaching quality, and cultivating cross-cultural communication talents for the digital era in language education.
The Early Institutionalization of English Education in China: A Case Study of Ying Wa College
Previous studies on the history of English education in China have largely focused on state-sponsored institutions, while early missionary schools have received less attention from an English education perspective. This article examines the early institutionalization of English education through a historical case study of Ying Wa College. Drawing on secondary historical sources, it analyzes the institutional arrangements, curriculum, and pedagogical practices through which English was positioned as both a subject of study and, in certain contexts, a medium of instruction. The findings suggest that Ying Wa College embedded English teaching within a relatively stable educational framework, contributing to the early recognition of English as a legitimate and teachable subject in China’s emerging modern education system. At the same time, the study acknowledges the cultural and religious constraints that shaped missionary education and limited its social impact. This case-based analysis highlights the value of institutional perspectives for re-evaluating the origins of English education in nineteenth-century China.
Optimizing Student Outcomes in Physical Education: A Holistic Model of Coaching Strategies for University Basketball
Guided by the strategic imperatives of "Healthy China," physical education in Chinese universities is undergoing a paradigm shift from isolated skill training to the cultivation of comprehensive psychosocial competencies. However, current instructional practices often suffer from fragmentation, where technical rigor, motivational support, and tactical application are treated as separate, competing priorities. To address this, this paper proposes a holistic conceptual model of coaching strategies designed to optimize student outcomes in university basketball programs. Drawing upon the theoretical frameworks of Self-Determination Theory, Social Cognitive Theory, and Cognitive Load Theory, we synthesize three distinct yet interdependent pillars: Technical Guidance, which serves as a cognitive scaffold for skill acquisition; Autonomy-Supportive Communication, which acts as a motivational engine to sustain engagement; and Scenario Simulation, which provides a representative context for developing adaptability. We argue that these strategies must be implemented synergistically rather than in isolation. Under this integrated framework, technical structure builds the competence necessary for confidence, autonomy support fosters the volition required for persistence, and scenario-based constraints transform static skills into dynamic adaptability. This model offers university instructors and education managers a coherent, evidence-based roadmap for aligning daily pedagogical practices with the multifaceted goals of modern higher education.
Self-Regulation as a Catalyst for TPACK: A Conceptual Framework for Physical Education Teachers in the Digital Age
In the context of China’s "Education Informatization 2.0" and "Healthy China 2030" strategies, Physical Education (PE) teachers in private universities face increasing demands to integrate digital technologies into their instruction. However, a significant gap remains between the availability of technological tools and their effective pedagogical implementation, suggesting that external resources alone are insufficient to drive instructional innovation. This paper addresses this "knowledge-action" gap by proposing an integrated conceptual framework that positions Self-Regulation (SR) as a critical antecedent to PE teachers’ Technological, Pedagogical, and Content Knowledge (TPACK). Drawing on Zimmerman’s social cognitive theory, we argue that the static possession of digital knowledge is dormant without the active engagement of self-regulatory mechanisms—specifically goal setting, strategy monitoring, and self-reflection. Furthermore, the proposed framework posits that this generative relationship is not uniform but is significantly moderated by demographic factors, including age, teaching experience, and educational attainment. By shifting the analytical focus from external training to internal psychological governance, this study offers a theoretical roadmap for cultivating "instructional agility" in resource-constrained environments. The framework suggests that sustainable professional development in the digital age must prioritize the nurturing of teachers' internal agency alongside technical proficiency.
An Exploration of the Teaching Model for Continuation Writing in High School English Guided by Question Chains
Continuation writing tasks require students to produce creative output based on deep comprehension of reading materials, serving as a crucial pathway for cultivating comprehensive language application and critical thinking skills. However, current teaching practices often encounter challenges such as superficial text interpretation, logical disconnects between continuation plots and original narratives, and insufficient cognitive processes underpinning student responses. To address these challenges, this paper draws upon constructivist theory to design a series of logically structured questions that target core content and cognitive processes. By constructing a scaffolded pathway from comprehension to creativity, it explores a continuation writing teaching model guided by question chains. The paper outlines the principles and pathways for designing the question chain and, using the text “After Twenty Years” from Unit 4 “Developing Ideas” in the Foreign Language Teaching and Research Press's High School English Compulsory Coursebook 1 as an example, details how to implement the four-stage question chain—“Guided Reading, Inquiry, Conceptualization, and Creation”—to guide teaching practice. Practice demonstrates that this model effectively deepens students’ textual interpretation, stimulates their intrinsic motivation for writing, and ensures the logical coherence and creativity of continuation content, offering new perspectives and methods for high school English continuation writing instruction.