Educational and Humanities ISSN Print: 3104-4352 ISSN Online: 3104-4360 CD ISSN: 3104-4379
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.
Copyright (c) 2026 by author(s) and Erytis Publishing Limited https://creativecommons.org/licenses/by-sa/4.0
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.
A Survey Study on the Characteristics and Mechanisms of Imbalances in the Career Development of Physical Education Teachers in Guangdong Universities
To clarify the existing issues in the career development of physical education teachers in Guangdong’s higher education institutions, address the challenges of professional imbalance, and promote the high-quality development of physical education in higher education, this study employed questionnaire surveys, mathematical statistics, interviews, and literature review. With a sample of 426 active physical education teachers from 68 undergraduate and vocational colleges in Guangdong, the study systematically investigated the core characteristics and underlying mechanisms of their career development imbalances.The study found that physical education teachers in Guangdong’s higher education institutions exhibit five major characteristics of imbalance: a polarized professional title structure, an imbalance in the allocation of time and energy between teaching and research, a narrow scope of competency development, insufficient alignment between compensation and incentives, and significant regional development disparities.These imbalances are driven by the interplay of four factors: individual, institutional, systemic, and regional environments. The intertwining of individual cognitive biases regarding career development, the utilitarian nature of institutional evaluation systems, inadequate institutional safeguards within the sector, and uneven regional resource allocation collectively constrain the long-term professional development of teachers. Based on these findings, this study proposes optimization pathways from a multidimensional and collaborative perspective, providing empirical references and theoretical support for the development of the physical education faculty and the reform of physical education in Guangdong’s higher education institutions.
Higher education institutions in Guangdong
Copyright (c) 2026 by author(s) and Erytis Publishing Limited. https://creativecommons.org/licenses/by/4.0/
Exploration of Synergistic Improvement Path for Primary School English Writing Competence Based on Input Theory
Primary school English writing competence serves as the core manifestation of students’ comprehensive language application proficiency and constitutes a key instructional objective emphasized in the English Curriculum Standards for Compulsory Education. These issues often stem from the insufficiency of language input and the inefficient mechanism for transforming input into output. Grounded in Krashen’s Input Hypothesis, this study focuses on the three-stage path of “ extensive reading—extraction and memorization of lexical chunks and model sentences—sentence imitation ” . It systematically analyzes the enhancement mechanism of each stage and reveals the inherent logic of mutual promotion and collaborative symbiosis among the three components. The research aims to provide theoretical underpinnings and practical guidance for front-line teaching, facilitating primary school students’ transformative leap from language input to effective output.
Primary School English Writing Competence
How Do Murals Organize Viewing? Spatial Integration and Ritual Experience Mechanisms in the Sanqing Hall of Yongle Palace
Existing studies on the murals of Yongle Palace have generally treated them as two-dimensional images for formal analysis, while neglecting the symbiotic relationship between mural painting and architectural space. Taking Chaoyuan Tu in the Sanqing Hall of Yongle Palace as the central case, this paper analyzes how murals transform architectural space into religious space from three perspectives: spatial semiotics, directional coding, and viewing paths. The study finds that the architectural space, pictorial space, and material space of the Sanqing Hall together constitute a spatial semiotic system, transforming the hall from a physical site into a sacred field. The directional distribution of the eight principal deities forms a structural correspondence with the Five Elements directional system, so that spatial arrangement itself becomes a form of religious cosmological coding. The viewer’s transition upon entering the hall, ritualized movement, and perceptual rhythm between distant and close viewing together reveal how mural space is activated through bodily movement. These three levels all point to one central proposition: the murals of Yongle Palace are not flat images attached to walls, but an integrated “spatial device” composed of the hall, directional order, and viewing path.
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.
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