Educational and Humanities ISSN Print: 3104-4352 ISSN Online: 3104-4360 CD ISSN: 3104-4379
Research on the Mechanism and Path of the Cluster Linkage of Higher Vocational Colleges Going Global and Cross - border School - enterprise Cooperation: Taking Angola - China Engineering and Technology College as an Example
A single higher vocational college going global to Africa faces multiple structural dilemmas, and the cluster linkage of multiple colleges has become a new paradigm for vocational education going global. Taking Angola - China Engineering and Technology College as an example, this paper systematically analyzes the operating mechanism and practical path of the cluster linkage of multiple colleges going global and cross - border school - enterprise cooperation. The research finds that cross - school collaboration, school - enterprise linkage, and communication and coordination are important mechanisms for the cluster of multiple colleges going global. Building a multi - school collaborative system, deepening the integration of industry and education, strengthening cross - cultural adaptation, and improving a multi - dimensional guarantee system can effectively solve the shortcomings of a single college going global, and achieve a systematic layout and sustainable development of vocational education going global. The cluster linkage of multiple colleges can accurately meet the local talent needs of Chinese - funded enterprises in Africa, providing replicable experience for China - Africa vocational education cooperation and vocational education serving the "Belt and Road" Initiative.
Copyright (c) 2026 by author(s) and Erytis Publishing Limited. https://creativecommons.org/licenses/by/4.0/
Expanding Lexical Resources Through Incidental Acquisition In High School English Reading Teaching
This paper addresses the persistent dilemma in EFL vocabulary teaching: the tension between efficient explicit instruction and sustainable implicit acquisition. Moving beyond merely advocating for incidental acquisition, it proposes a theoretically synthesized, three-phase instructional model that strategically orchestrates explicit and implicit learning. Drawing on theories of comprehensible input and information processing, this model uses textbooks to anchor themes, graded readers to provide contextual variety, and light-touch output tasks to enhance cognitive depth. Crucially, the paper argues that for Chinese learners, the key to effective incidental acquisition lies not in massive input alone, but in structured recycling across thematically linked contexts and output tasks calibrated to manage L1-induced cognitive load. This approach offers a pragmatic pathway to transcend the textbook-bound lexicon, fostering deeper lexical development while engaging learners authentically.
The Application of Affective Education in Teaching English in Primary Schools in China
With the development of quality-oriented education and the deepening of educational system reform, affective education plays an increasingly important role in teaching. In primary school English teaching, the physical and psychological characteristics of primary school students determine that their learning autonomy is not strong, and their learning activities have a great tendency to be affective. Their persistence and enthusiasm in learning are largely affected by their emotions and interests at that time. The study of affective education is conducive to reversing this imbalance in teaching and promoting the harmonious development of students' cognitive and emotional quality. It is of great significance to study affective education in primary school English teaching. Based on the analysis of the research results of affective education at home and abroad, this paper expounds the connotation, characteristics and purpose of affective education. By analyzing the current situation of the application of affective education in primary school in English teaching in China, the problems mainly include the following aspects: influence of traditional education mode, constraints on the level of teachers' knowledge, deviation from teachers' teaching philosophy, etc. On this basis, this paper discusses the relevant strategies in affective education in English teaching in primary schools.
Artistic Characteristics of Chashan Clay Sculpture in Dongguan
Chashan handmade clay sculpture in Dongguan represents a significant tradition within the Lingnan folk art system, encompassing Chashan figurines and silk-clad lantern figurines with over seven hundred years of history. Despite its cultural significance, systematic art-historical analysis of its artistic characteristics remains limited. Drawing on Sculpture Design Theory, Cultural Symbolism Theory, and National Identity Theory, this study examines the design, regional, and cultural characteristics of Chashan clay sculpture. The findings reveal a distinctive regional artistic paradigm in which stylized modeling, high-contrast chromatics, dense decorative grammar, and composite craft techniques are shaped by Pearl River Delta environmental conditions, the Lantern Lighting ceremony, and Lingnan symbolic traditions. The study contributes an integrated analytical framework for the study of regional clay sculpture and offers practical insights for the living transmission of Dongguan intangible cultural heritage.
Innovative Pathways for Interdisciplinary Teaching of Senior High School English in the Era of Artificial Intelligence
With the rapid development of artificial intelligence technology, interdisciplinary teaching of senior high school English is undergoing profound digital transformation. Taking 186 A-category/core journal articles on interdisciplinary teaching of senior high school English as the research object, this study employs content analysis to statistically examine and analyze their publication status, research perspectives, and conclusions, thereby reviewing the current situation, achievements, and shortcomings of research on interdisciplinary teaching of senior high school English in China. The findings indicate that existing research in China has achieved certain results in the field of interdisciplinary teaching of senior high school English, but practical difficulties at the teacher level and in terms of teaching software and hardware remain relatively prominent. On this basis, this study systematically analyzes innovative pathways for interdisciplinary teaching of senior high school English. From the two aspects of a teacher training program featuring “three modules and one mechanism” and the development and optimization of AI tools, it provides support for promoting the transformation of senior high school English teaching methods and realizing the deep integration of AI and interdisciplinary teaching.
Innovative Strategies and Practical Research on Data-Empowered Primary School English Dialogue Teaching
With the in-depth development of the digital age in education, big data technology, as a revolutionary force, is profoundly reshaping the models and ecology of primary school English teaching. Dialogue teaching, as a key pathway for cultivating students’ core English competencies—especially listening, speaking, and communicative abilities—has become a focal point of instructional reform. Grounded in core principles of educational theory, this paper analyzes in depth the problems faced by traditional primary school English dialogue teaching in areas such as individualized instruction, educational equity, and developmental evaluation, and systematically demonstrates the educational support provided by big data technology. The paper constructs a three-in-one innovative practice framework consisting of “data-driven precise goal setting—technology-enhanced interactive activity design—intelligent developmental teaching evaluation.” It also elaborates, through detailed teaching cases, how big data can specifically empower various aspects such as learner analysis, context creation, cooperative learning, and evaluative feedback. Research shows that big-data-based dialogue teaching effectively enables personalized instruction within large-scale education, significantly enhancing the scientific basis, interactivity, and effectiveness of teaching, and provides a practical model for achieving the coordinated development of students’ language ability, learning competence, and thinking quality in primary school English classrooms.
Integration of Teaching, Learning, and Evaluation
Discourse Analysis-Based Teaching Design of Senior High School English Continuation Writing
Against the background of the new college entrance examination and the concept of discourse-based teaching stipulated in the new curriculum standard, this study focuses on the teaching design of English continuation writing in senior high schools based on discourse analysis. By means of literature research and case analysis, the research sorts out the core connotation of discourse analysis, and analyzes the existing problems in current teaching, including inaccurate grasp of discourse genre, misjudgment of emotional tone, and lack of logical plot development. On this basis, it puts forward targeted teaching design strategies: guiding students to accurately identify discourse genre, clarify the overall structure of discourse, fit in with the original language style, and carry out continuation writing based on in-depth text understanding. The study shows that discourse analysis can effectively help students establish an overall discourse perspective, ensure the coherence and unity between the continued content and the original text, and improve students’ writing quality and comprehensive language literacy. However, this study has limitations such as single research methods and insufficient detailed strategies. Future research can combine empirical methods to optimize the teaching system.
The Practice of 5E Reading Teaching in Senior High School English Focusing on the Cultivation of Thinking Quality
The English Curriculum Standard for General High School (2017 Edition, revised in 2020) explicitly emphasizes that the cultivation of thinking quality is an essential part of English classroom teaching in senior high school. The 5E teaching model can effectively cultivate students’ diverse thinking qualities. However, at present, some senior high school English teachers fail to deeply excavate and widely expand the reading materials in reading teaching, which limits the development of students’ reading ability and thinking diversity. Based on this, this paper first elaborates on the core concepts of the 5E teaching model and thinking quality in detail, and then deeply explores the construction of the 5E reading teaching model focusing on the cultivation of thinking quality. Finally, taking reading and thinking of Unit 4 in compulsory 1 published by PEP, The Night the Earth Didn’t Sleep, as an example, this paper discusses the 5E reading teaching strategies focusing on the cultivation of students’ thinking quality. The application of the 5E teaching model in senior high school English reading teaching can promote the enhancement of students’ diverse thinking and achieve in-depth reading.
English Reading Teaching in Senior High School
Research on Innovative Pathways For Cultivating Micro-Major Talents in Business Data Analysis and Decision-Making Based on The Integration of Science, Industry and Education
In the digital economy era, enterprises are witnessing a soaring demand for compound talents who “understand data, excel in technology, are well-versed in business, and are skilled in decision-making”. To improve the fit between supply and demand on talent cultivation, the Ministry of Education has launched the “Double Thousand” plan, encouraging universities to help students fill gaps in knowledge and skill sets through establishment of micro-majors. This paper thoroughly examines the key challenges universities currently face in developing micro-major in business data analysis and decision-making. It proposes a compound talent cultivation pathway centered on “interconnection of four chains, three-dimensional collaborative, trinity, and dual nature with one degree”, thereby exploring a systematic and actionable innovative path for the high-quality development of university disciplines.
Integration of Technology, industry, and education
Business Data Analysis and Decision Making
Innovative Approaches to Talent Development
Copyright (c) 2026 by author(s) and Erytis Publishing Limited. http://creativecommons.org/licenses/by/4.0/
Exploring the Path of Digital Intelligence Empowering Reflective Practice of Foreign Language Teachers
Against the background of the further advancement of Education Informatization 2.0, digital intelligence technologies provide new possibilities for the innovative transformation of foreign language teachers’ reflective practice. Aiming at the dilemmas in traditional reflective practice, such as insufficient datafication of teaching behavior reflection, lack of processuality and personalization in learning effect reflection, and backward digitization of reflection forms and achievements, this paper adopts a literature research method and theoretical analysis method to explore the empowerment paths of digital intelligence technologies. It proposes constructing a multimodal intelligent collection system and a multi-dimensional teaching discourse analysis tool to solve the problems of subjective data collection and single analysis dimension; building a dynamic language competence tracking platform and a personalized learning diagnosis system to improve the process of learning effect evaluation; and using a data sharing platform and visualization technology to enhance the efficiency of collective reflection. The study concludes that digital intelligence technologies can promote foreign language teachers’ reflection from experience-orientation to data-orientation, realize the two-way empowerment of teaching quality and professional development, and provide a theoretical reference for foreign language education innovation under the background of education informatization.
From Technocentrism to Human-Centrism: Reimagining TVET in the Age of AI Automation
This paper argues that traditional technocentric TVET—focused narrowly on hard skills—is fundamentally fragile in the AI era. Drawing on recent empirical studies from Africa, Asia, and beyond, it contends that TVET must shift from "technology-centered" to "human-centered" education, integrating soft skills as career stabilizers, embedding ethics as a core pillar, and adopting holistic pedagogies to cultivate not merely competent operators but complete human beings.
Pathways for University Aesthetic Education to Serve Local Rural Revitalization: A Study on University Art Inquiry-Based Learning Practices of Shanghai’s Marine Intangible Cultural Heritage from the Perspective of Aesthetic Immersion
Against the dual backdrop of the rural revitalization strategy and the Ministry of Education's Aesthetic Immersion Initiative, this study explores how university aesthetic education can serve local rural development through art inquiry-based learning focusing on Shanghai's marine intangible cultural heritage (ICH). Using action research, it constructs an "Cognition-Experience → Co-creation-Transformation → Nourishment back to the Rural" model. Findings indicate that university art inquiry-based learning can facilitate ICH's shift from static preservation to living transmission via three pathways: awakening aes-thetic perception, transforming local knowledge, and building collaborative net-works. The study expands the social function boundaries of aesthetic education and provides an operable model for "university-rural" synergy.
Difficulties and Optimization Strategies in Classroom Teaching for Hearing-Impaired Students under the Background of Inclusive Education
With the comprehensive advancement of inclusive education, hearing-impaired students returning to regular classrooms for education has become an important trend in the development of special education. However, due to factors such as hearing impairment, communication methods, and teaching adaptability, hearing-impaired students still face many difficulties in classroom learning. This paper analyzes the core problems existing in current classroom teaching for hearing-impaired students, explores targeted teaching optimization strategies, aims to improve the quality of classroom learning for hearing-impaired students, and promote the high-quality development of inclusive education.
A Study on High-Quality Development of Rural Vocational Education Driving Common Prosperity in Liangshan Yi Autonomous Prefecture, Sichuan Province
Ethnic minority areas serve as crucial arenas for promoting common prosperity, with their developmental progress directly influencing national long-term stability and the great rejuvenation of the Chinese nation. As a quintessential representative of China’s ethnic regions, the Liangshan Yi Autonomous Prefecture in Sichuan carries a significant mission in the pursuit of common prosperity. The most solid foundation for achieving this goal is rooted in rural areas, which simultaneously present the most formidable challenges. Consequently, the development of rural vocational education has emerged as a vital engine for driving socio-economic progress and fueling common prosperity. High-quality rural vocational education not only provides the Liangshan Yi Autonomous Prefecture with robust human capital, social capital, and spiritual-cultural support but also effectively narrows the regional disparities in wealth and development. This paper explores the current status and dilemmas of rural vocational education in this region and proposes strategic countermeasures—including strengthening integrated planning, enhancing institutional capacity, bolstering the teaching workforce, and cultivating unique ethnic characteristics—to facilitate the high-quality development of rural vocational education and support the realization of common prosperity in Liangshan.
Digital Empowerment: Addressing the Deficiencies in Current English Reading Instruction
With the rapid advancement of information technology, digital applications in education have become increasingly widespread. This paper analyzes the deficiencies present in current English reading classrooms and explores how digital technology can empower English reading instruction to enhance teaching quality and students' reading proficiency. To this end, the paper proposes effective strategies for leveraging digital empowerment to improve English reading instruction, aiming to provide a reference for English educators and promote innovative development in English reading teaching.
Enhancing English Reading Comprehension Through Mobile-Assisted Extensive Reading (Maer) In A Government University In Guizhou Province, China
Mobile-Assisted Extensive Reading (MAER) leverages digital platforms to increase learners’ exposure to English texts. This study investigated the effects of a MAER program on the English reading comprehension of 300 EFL undergraduates at Qiannan Normal University in Guizhou, China. Using a descriptive-correlational design, data on students’ reading comprehension performance and their assessment of the MAER program (covering frequency, text variety, comprehension, consistency, and motivation) were gathered and analyzed. Results indicated that students had a "Proficient" level of reading comprehension (M = 2.86) and rated the MAER program as "Effective" in terms of frequency, but "Slightly Effective" in other dimensions. No significant differences in comprehension or program assessment were found based on age, sex, or year level. However, a significant strong negative correlation was found between overall program assessment and reading comprehension performance. These findings suggest that while MAER fosters a supportive reading environment, its design must strategically prioritize deep cognitive engagement over mere activity metrics to effectively enhance comprehension. An implementation program is proposed based on these results.
Mobile-Assisted Extensive Reading (MAER)
Digital Technology-Enabled Precision Implementation of Ideological and Political Education in College English
Against the backdrop of educational digitalization and high-quality development of curriculum ideological and political education in China, the integration of ideological and political elements into college English teaching still suffers from vague objectives, generalized content, extensive implementation, and simplistic evaluation. Digital technologies such as big data, artificial intelligence, and intelligent learning platforms provide a new path for the precise reform of curriculum ideology and politics. Based on the Production-Oriented Approach (POA), digital student profiling, precise learning analytics, and a multi-dimensional dynamic evaluation mechanism, this study constructs a systematic, closed-loop, and operable four-dimensional precision model for college English curriculum ideology and politics: precise goal orientation, precise content integration, precise teaching implementation, and precise effect evaluation. Taking 142 freshmen non-English majors at Zhejiang Yuexiu University as research participants and Practical Comprehensive English Course 1 as the core teaching material, this study adopts a mixed-methods design including questionnaire surveys, in-depth interviews, classroom observations, and two rounds of iterative action research. The empirical results demonstrate that digital technology can help teachers accurately grasp students’ ideological dynamics, learning needs, and value orientations. The precision model significantly improves students’ civic awareness, cultural confidence, sense of social responsibility, critical cross-cultural thinking, and learning engagement. It effectively promotes the deep integration of language teaching, cross-cultural communication, and value guidance, and enhances the pertinence, effectiveness, and appeal of ideological and political education in college English.
Research on the Mechanism and Application of Generative Artificial Intelligence Enabling Precise Teaching in Middle School Physical Education
Generative AI is moving fast, and it’s starting to offer fresh ways to solve an old problem in middle school PE: how do you balance large class teaching with personalized development? This paper looks at exactly how generative AI can support and improve precise instruction in middle school physical education. We used a mix of methods—reviewing the literature, logical analysis, and looking at real world cases—to dig into the theoretical foundations, the main ways this technology works, and what it actually looks like in practice. The results show that:Generative AI enables more precise PE teaching through three connected mechanisms: personalized lesson design, real time feedback and analysis, and adaptive learning progression. The real engine behind all this is a human AI collaboration model built on the idea of “augmentation, not replacement.” In everyday practice, AI is already changing how teachers allocate resources, how students and teachers interact, and how learning outcomes are assessed. Of course, it’s not all smooth sailing. There are practical hurdles—worries about data privacy, the risk of algorithmic bias, the chance that teachers or students become too dependent on the technology, and the digital divide that leaves some schools behind. To get past these issues, we propose several targeted strategies: build a stronger theoretical framework for digital PE instruction, develop a clear human AI collaborative teaching model, tighten up the ethical rules for using AI, and boost teachers’ digital skills. Our hope is that this work offers both a theoretical reference and some practical guidance for reforming middle school PE in today’s intelligence driven era.
Research on the Construction and Communication of Wu Dialect Cultural and Tourism IP Empowered by Digitalization
Under the combined influence of globalization, urbanization and digital technology, the Wu dialect, a living fossil of Wuyue culture, is facing unprecedented inheritance challenges, with problems such as aging of inheritors, limited offline communication, weak international influence and prominent intergenerational disconnect gradually emerging. Against this background, our research team takes the construction and communication of Wu dialect cultural and tourism IP as the research object, combines the national policies on the inheritance of excellent traditional Chinese culture and the construction of Digital Chinese, and takes Lasswell's 7W Model as the main analytical framework to explore the integration of three types of IP: cultural resource-based, creative experience-based and digital communication-based. Digital technology empowerment is the key to solving the inheritance dilemma of the Wu dialect. It not only provides theoretical and practical solutions for its living conservation, but also guides the Wu dialect from niche inheritance to mass communication, ultimately realizing the sustainable development of regional linguistic culture.
An Empirical Study on the Alleviation Effects of the Continuation Writing Task on Senior High School Students’ Foreign Language Writing Anxiety
This study investigates how continuation writing tasks influence English as a Foreign Language (EFL) learners’ writing anxiety and performance. Using a mixed-methods design—combining pre- and post-intervention anxiety scales, writing assessments, and in-depth interviews with 62 university students over 15 weeks—the research identifies statistically significant reductions in writing anxiety and parallel improvements in linguistic accuracy, coherence, and idea development. Quantitative and qualitative data converge to reveal a robust, bidirectional relationship: lowered anxiety fosters greater cognitive engagement in writing, which enhances performance and further reinforces confidence—a self-reinforcing virtuous cycle. Pedagogically, findings support intentional integration of reading and writing via structured continuation tasks as effective affective scaffolding, enabling learners to internalize language forms within meaningful, communicative contexts. Limitations include sample specificity and intervention brevity; future work should pursue longitudinal, cross-contextual, and multi-affective-variable studies. In sum, continuation writing is empirically validated as a powerful, dual-function pedagogical tool that simultaneously alleviates anxiety and advances writing proficiency in EFL settings.
Beyond One-Size-Fits-All: Narratives of Personalization among Chinese university Students Using English Learning Applications
This study explores how Chinese university students perceive and engage with personalization features in English learning applications. Grounded in a situated learning perspective, it investigates the complex interplay between algorithm-driven customization and students' self-defined needs within China's exam-oriented cultural context. Through mixed methods, we uncover a tension between the desire for efficient, exam-aligned recommendations and the need for learner agency. Findings reveal that the perceived effectiveness of personalization is contingent upon its deep alignment with localized pedagogical practices and individual learning scenarios. The study argues that successful personalization must negotiate between technological adaptivity, cultural embeddedness, and the learner's autonomy.
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.
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.