International Journal of Social Science, Education and Humanities
International Journal of Social Science, Education and Humanities ISSN Print: 3104-4239 ISSN Online: 3104-4247 CD ISSN: 3104-4255
A Study of the Challenges and Professional Development Strategies for Foreign Language Teachers in the Age of Artificial Intelligence
As AI technologies become increasingly embedded in educational practice, foreign language teaching is experiencing substantial transformation. These developments not only provide new opportunities for teaching and learning but also place higher demands on teachers’ professional competence. Against this backdrop, the present study examines several critical challenges faced by foreign language teachers, such as keeping pace with emerging knowledge, improving digital literacy, redefining their professional responsibilities, and adjusting to ongoing changes in educational contexts. Drawing on the TPACK framework and Teacher Identity Theory, the study analyzes the impact of AI on teachers’ professional development and explores practical pathways for promoting sustainable professional growth. This article argues that foreign language teachers should continuously refine their knowledge frameworks, enhance the integration of technology, and promote innovation in teaching, actively adapt to evolving professional roles, and engage in lifelong learning. Meanwhile, schools and educational authorities should establish comprehensive support mechanisms to facilitate teachers’ professional development. The study aims to provide theoretical insights and practical references for supporting the high-quality development of foreign language teachers in the age of artificial intelligence.
Copyright (c) 2026 by author(s) and Erytis Publishing Limited https://creativecommons.org/licenses/by-sa/4.0
The Impacts of Input-Output Hypothesis on Students’ Textual Features in English Continuation Task
As a core theory of second language acquisition, the Input-Output Hypothesis exerts an indispensable influence on senior high school English continuation task teaching and provides an analytical framework for teachers to design continuation task lessons. The continuation task integrates reading input and written output. Students’ textual features of narrative alignment, textual coherence, linguistic forms and narrative expression are jointly affected by bidirectional comprehensible input and output. Current reading-writing classes generally suffer from the separation of reading and writing, superficial input and insufficient reflective output, which lead to textual defects in students’ continuation writing, such as inconsistent plots, monotonous sentence patterns and loose logic. Combined with a narrative continuation task lesson case, this paper explores teaching approaches to optimize textual features of continuation writing guided by the Input-Output Hypothesis. First, teachers conduct in-depth analysis of the source narrative text and extract layered effective input materials. Second, teachers anchor the textual features of continuation writing and set layered reading-writing objectives. Third, a complete input-output cycle is constructed with progressive reading-writing activities. Finally, a multi-dimensional assessment system centered on textual feature criteria is established to realize assessment-driven teaching and learning. Teaching practice proves that rational application of the Input-Output Hypothesis can comprehensively improve the quality of students’ continuation writing, as well as students’ ability to construct narrative discourses and their overall linguistic competence.
Strategies for Correcting Oral Errors in Junior High School English Classrooms
Nowadays, in the process of junior high school students’ English learning, most students are weak in spoken language. And there are many types of oral errors made by junior high school students in English class, such as phonetic errors, lexical errors, grammatical errors and pragmatic errors. It is observed that most junior high school students and English teachers have positive attitudes towards errors and error-correction. They believe that errors are inevitable in the process of language learning. Therefore, how to treat these oral errors that may occur in the classroom is also the goal of English teachers. Some useful suggestions put forward in this paper will help English teachers to improve their teaching methods and optimize the teaching effect in junior high school English classrooms. Specifically, teachers should choose the right time for error-correction, take into account all aspects of the students' situation, adopt a variety of ways of error-correction and make full use of the oral errors made by the students in class as a resource for further learning.
Social Psychological Factors Affecting University Students' Mental Health: The Mediating Role of Self-Efficacy
Mental health is an important concern among university students facing academic, social, and psychological challenges. This study examines the effects of social psychological factors on mental health and the mediating role of self-efficacy among Chinese university students. A quantitative survey of 426 students was conducted using Structural Equation Modeling (SEM) and bootstrapping techniques. The results indicate that academic stress and traumatic experiences negatively affect mental health, whereas interpersonal interactions and leisure activities have positive effects. Self-efficacy significantly mediates these relationships. The findings provide practical implications for promoting university students' psychological well-being and enhancing self-efficacy.
The Application of Formative Assessment in Senior High School English Classroom Teaching
Formative assessment is a core evaluation method proposed in the 2025 Edition of General High School English Curriculum Standards, which highlights the integration of teaching, learning and assessment and takes the cultivation of students’ English core competencies as the fundamental goal. Traditional senior high school English teaching overemphasizes summative assessment represented by examinations, ignores the tracking of students’ learning process, and fails to give timely and targeted guidance to students’ learning difficulties. Based on the theories of second language acquisition and formative evaluation, this paper sorts out the connotation, functional value and implementation principles of formative assessment in English teaching, constructs a multi-dimensional implementation strategy system covering listening, speaking, reading and writing modules, and puts forward feasible optimization paths for the popularization of formative assessment in senior high school English classrooms. The research aims to provide theoretical reference and practical guidance for teachers to carry out process-oriented evaluation and promote the all-round development of students’ language ability, cultural awareness, thinking quality and learning ability.
A Study on the Construction of an Integrated Teaching System of “Teaching—Regular Practice — Frequent Competition” in Primary and Secondary School Physical Education under the New Curriculum Standards
Against the backdrop of the Curriculum Standards for Physical Education and Health in Compulsory Education (2022 Edition), the “Teaching—Regular Practice—Frequent Competition” approach has become a key concept driving the reform of physical education curricula in primary and secondary schools. Addressing current issues in physical education instruction—such as monotonous teaching methods, insufficient practice, a lack of competition, and poor coordination between in-class and out-of-class activities—this paper employs methods including literature review, classroom observation, and case analysis to conduct a systematic analysis of physical education teaching practices in primary and secondary schools. Based on this analysis, an integrated teaching system of “Teaching—Regular Practice—Frequent Competition” comprising instructional, training, and competition layers was constructed, and a cyclical operational mechanism of “Instruction—Practice—Competition—Feedback” was proposed. The study further explores specific strategies—based on implementation pathways—such as optimizing classroom instruction, establishing mechanisms for in- and out-of-class practice, creating a regular competition system, and refining a diversified assessment mechanism. It also validates the practical feasibility of this system through a case study of a basketball unit. The results indicate that the integrated teaching system helps enhance students’ classroom engagement and practice intensity, promotes the development of motor skill mastery and situational application abilities, and strengthens their interest in learning and commitment to sustained participation. The study concludes that this system provides a systematic pathway and practical reference for physical education curriculum reform in primary and secondary schools.
Primary and Secondary School Physical Education
Teach—Practice Diligently—Compete Regularly
The Value of Folk IPs: IShowSpeed & Liqin and the Construction of Shaoxing’s International Communication Strategy for Cultural Tourism
Against the backdrop of short-video platforms restructuring the landscape of cross-cultural communication, folk intellectual property (IP) has emerged as a novel carrier for the international dissemination of regional cultural tourism. Taking the cross-cultural interaction between globally renowned American internet celebrity IShowSpeed and Liqin, an ordinary local resident of Shaoxing, as the research subject, this paper adopts case analysis, content analysis and comparative research to deconstruct the differentiated communication values embodied by the two folk IP figures. It further investigates the prevailing practices and inherent deficiencies of Shaoxing’s cultural tourism authorities in leveraging folk IP resources, before constructing a full-chain international communication framework revolving around four core links: IP incubation, content production, collaborative operation and outcome feedback. The research reveals that the synergy forged between IShowSpeed’s extensive global audience reach and Liqin’s deep-rooted local cultural identity generates distinctive communication dividends. Their unscripted, spontaneous micro-narrative exchange has unlocked a lightweight breakthrough channel for Shaoxing’s cultural tourism to gain international traction.
International Communication of Cultural Tourism
From Learning Outcomes to Assessment Evidence: Designing a Problem-Based Course on the Guangdong–Hong Kong–Macao Greater Bay Area Economy
Economics topics courses ask students to interpret dynamic regional issues, yet teaching often separates theoretical exposition from problem analysis. This paper develops a course design that integrates Outcome-Based Education (OBE) and Problem-Based Learning (PBL) in Economic Topics in the Guangdong-Hong Kong-Macao Greater Bay Area. OBE is used to specify assessable learning outcomes in disciplinary knowledge, applied analysis, and social responsibility; PBL translates those outcomes into open-ended tasks on regional industrial coordination, cross-border e-commerce and lo-gistics, and policy evaluation. The design aligns learning outcomes, modular content, classroom activities, and assessment evidence. Students move through problem framing, collaborative inquiry, data and policy analysis, presentation, and reflection. Assessment combines course products, process records, self-assessment, peer assessment, and teach-er judgment. A module-outcome-task matrix and a multi-source assessment framework are provided to improve alignment and reduce the subjectivity often associated with PBL. The design offers a course-level approach for connecting economic theory with regional practice while preserving transparent expectations and assessable evidence. Its value lies in the coherence of the instructional architecture rather than in claims of causal effectiveness, which require subsequent empirical evaluation.
Design and Practice of Post-Reading Activities in Senior High School English under the Guidance of the Activity-Based Approach to English Learning
This study aims to explore the design strategies and practical pathways for post-reading activities in senior high school English classes under the guidance of the activity-based approach to English learning. Adopting a case study method, the research used Unit 3, "The New Age of Invention," from the Foreign Language Teaching and Research Press compulsory Book3 as instructional material, and designed and implemented a post-reading task centred on a project-based learning activity titled "Young Inventors." The teaching practice results show that, grounded in real-life problems, the students successfully produced diverse invention concepts covering areas such as smart storage, emotional regulation, human-pet communication, and emotional companionship, and completed formal English patent application letters. The findings indicate that post-reading activities designed under the activity-based approach to English learning can effectively promote the transfer and innovation of students' language knowledge, and facilitate the synergistic development of language competence and thinking quality through the process of solving authentic problems.
Activity-based Approach to English Learning
An Investigation into Strategies for Enhancing Foreign Language Emotional Experience and Improving Communication Willingness
The "English Curriculum Standards for General Senior High Schools" (2017 Edition) emphasizes the importance of fostering students' positive attitudes, self-confidence, interest, initiative, and collaborative awareness during the compulsory education phase. In the elective compulsory phase, it highlights the need to help students self-regulate negative emotions such as anxiety, encourage risk-taking and error correction, and cultivate a strong interest in English. Furthermore, it encourages students to actively seek opportunities for practicing and using the language. Second language communication willingness is a critical factor in promoting the development of learners' communicative competence and serves as a key indicator of second language acquisition outcomes. As such, it remains a central objective in second language teaching. However, a common issue among foreign language learners is insufficient communication willingness due to emotional challenges. Therefore, this paper aims to explore strategies for optimizing foreign language emotional experiences and enhancing communication willingness.
Application Strategies of the Production-Oriented Approach in Senior High School English Reading Teaching
The General High School English Curriculum Standards (2017 Edition, Revised in 2020) define linguistic competence, cultural awareness, thinking quality and learning competence as the four core competencies of senior high English education. They advocate abandoning exercise-centered reading instruction and establishing an integrated classroom featuring input, internalization and output to resolve the separation between knowledge learning and practical application. The Production-Oriented Approach (POA), a localized foreign language teaching theory proposed by Professor Wen Qiufang, forms a closed-loop teaching cycle consisting of Motivating, Enabling and Assessing to address the common problem that students can comprehend reading texts yet cannot express themselves proficiently in English. Taking the reading passage When Hamlet meets Peking Opera from FLTRP Compulsory Book 2 as a research carrier, this paper elaborates on the theoretical connotation and classroom adaptability of POA, designs hierarchical operable strategies for each teaching segment, and provides a complete teaching plan, layered output tasks and multi-dimensional evaluation scales. Teaching practice verifies that POA can stimulate students’ reading initiative through authentic communicative tasks, construct scaffolds covering content, language and structure based on the original text, integrate reading input with oral and written output, and comprehensively improve students’ close reading ability, critical thinking and English expressive competence, which can serve as a replicable teaching paradigm for similar reading texts.
Research on the Dilemmas, Mechanisms, and Pathways of Professional Development among Rural Physical Education Teachers in Zhaoqing City
Against the background of rural revitalization and high-quality development in basic education, the professional development of rural physical education teachers is facing new practical requirements. Taking Zhaoqing City as an example, this study draws on questionnaire data from 186 rural physical education teachers and uses descriptive statistics, factor analysis, and mediation effect analysis to examine the current status, dilemmas, and mechanisms of their professional development. The findings show that the professional development of rural physical education teachers is characterized by "stable foundations but structural imbalance". Only 48.7% of the teachers reported a relatively high level of enthusiasm for career development; 57.2% showed moderate or higher occupational burnout, and the mediating effect of professional identity accounted for 52.3%. The study indicates that the main problem has shifted from insufficient resource supply to inadequate transformation efficiency within the development mechanism. It is therefore necessary to optimize institutional supply, strengthen organizational support, and activate professional identity so as to promote a shift in professional development from externally driven growth to endogenous development.
Interdisciplinary Unit Practice in Primary English Based on Academic Quality Standards: A Case Study of “My Favourite Season”
Academic quality standards provide an important basis for cultivating students’ English subject core competencies. In primary English teaching, however, the effective use of these standards to design high-quality unit-based integrated practice activities remains challenging. Drawing on Unit 2 “My Favourite Season” in the PEP Grade 5 textbook (Volume 2), this study proposes three instructional strategies: aligning instruction with academic quality standards and using backward design to develop a visualized assessment rubric; adopting a whole-unit perspective to integrate interdisciplinary project inquiry tasks; and implementing the English learning activity approach through progressively structured language-practice scaffolds. The study aims to explore an effective pathway toward the integration of teaching, learning, and assessment and to improve the implementation of unit-based integrated practice lessons.
Interdisciplinary Project-Based Learning
Driving Pathways of Student Cognitive Engagement in Senior High School English Reading Instruction
To address the issue of superficial information extraction and insufficient cognitive depth in traditional reading classrooms, this study examines the determinants and driving pathways of student cognitive engagement. The analysis reveals that cognitive engagement is a dynamic, collaborative outcome of external contexts and internal psychological mechanisms. Accordingly, this study constructs a classroom driving pathway: utilizing high-cognitive tasks as the starting point to ignite deep thinking; leveraging classroom environments as channels to sustain inquiry behaviors; and deploying psychological mechanisms as valves to internalize engagement. Reading instruction must integrate tasks, environments, and psychological resources to transform external designs into endogenous higher-order thinking behaviors.
Exploration of Project-Based Learning in the In-tegrated Business English Course within the Blended Teaching Context
Project-based learning is an approach that stimulates planning and solving project tasks in cooperation group, applying more efficiently in comprehensive practical activities and research study. Meanwhile, the integrated business English classroom requires students to achieve not only language proficiency but even more importantly utilize practical skills in real business situations, often in the collaborative environment, the latter of which shall require them to attain the ability to solve projects in English as a team. Thus, this PBL method is quite in accordance with the need of this classroom to help them realize the purpose. Besides, due to the widespread reform and factual tendency, more and more teachers have inevitably adopted the blended teaching mode in recent years. This paper explores how project-based learning can be launched in the integrated English classroom within the context of blended teaching framework.
Construction Strategy for an AI Digital Human Multimodal Interactive Teaching Model in the “Introduction to Business” Knowledge Graph Course
With the in-depth advancement of the national education digitalization strategy, the integrated development of artificial intelligence and higher education teaching has become a key direction of curriculum reform in universities. The traditional Introduction to Business curriculum suffers from fragmented knowledge systems, single teaching modes, insufficient personalized education, and delayed learning situation feedback, which can hardly meet the training demands for high-quality applied talents in business English majors in the new era. Based on the Treenity platform with the knowledge graph of “Introduction to Business” course in Zhejiang Yuexiu University, this study focuses on the integrated application of AI digital human multimodal interaction technology and curriculum teaching. Firstly, it sorts out the domestic and foreign research status of AI digital humans and knowledge graphs in the education field, and identifies the research gaps in their in-depth integration. Secondly, it systematically elaborates the architectural framework, knowledge hierarchy and ability training system of the knowledge graph-based Introduction to Business curriculum. Finally, an AI digital human multimodal interactive teaching mode with dual cores of AI teacher assistant and AI smart learning partner is constructed, refining the full-scenario application functions including lesson preparation assistance, in-class teaching, after-class tutoring and personalized learning. This study establishes a complete human-machine collaborative teaching system and a practical teaching implementation path, which effectively makes up for the shortcomings of traditional curriculum teaching and realizes targeted teaching and personalized education. It provides practical references for the digital teaching reform of economics, management and business courses in universities, and offers new ideas and paradigms for the innovative iteration of human-machine collaborative teaching modes under the background of educational digitalization.
When the Land Begins to Cry Out: A Book Review of Dust Bowl: The Southern Plains in the 1930s
This article focuses on Donald Worster's classic work of environmental history, Dust Bowl: The Southern Plains in the 1930s, exploring how he interprets the 1930s Dust Bowl disaster on the American Southern Plains as an ecological crisis driven by the cultural logic of capitalism. Worster points out that this disaster stemmed not only from natural environmental variations but was also the consequence of predatory exploitation and an industrialized agricultural system disrupting ecological balance. Through his analysis of land commodification, agricultural capitalization, and the loss of a "sense of place" within local communities, he reveals the alienation of human-earth relations in the process of modernization. In terms of historical sources, Worster integrates a wide array of materials, including government archives, scientific data, media reports, and oral histories, demonstrating the interdisciplinary nature of environmental history research. This review contends that Dust Bowl goes beyond conventional historical retrospectives; it seeks to reconstruct the causes of the catastrophe from an ecological standpoint and sound an alarm for contemporary environmental crises. The historical consciousness and critical spirit embodied in this work offer profound real-world insights for our understanding of the historical evolution of the relationship between humanity and nature.
Cross-border Tourism Mergers and Acquisitions from the Perspective of Ideological and Political Education in CurriculumResearch on Case-driven Hybrid Teaching for Financial Risk
Against the dual backdrop of comprehensive ideological and political education integration in curricula and high-quality vocational education development, how to deeply integrate value guidance with professional teaching has become a core issue in educational reform for financial management programs at higher vocational colleges. This study adopts cross-border tourism merger and acquisition financial risk analysis as a teaching entry point, establishing a "case-driven + blended learning" instructional model to explore implementation pathways for ideological and political education in financial management courses. Through real-world case studies, students are guided to focus on financial risk identification, professional ethics assessment, and cultural value conflicts in international mergers and acquisitions, thereby enhancing their legal awareness, sense of responsibility, and cultural confidence. The research proposes systematic implementation strategies encompassing case library development, blended learning process design, and embedding ideological and political objectives into evaluation systems, aiming to provide practical references for ideological and political education construction in financial management courses at higher vocational institutions.
Ideological and Political Education in Curriculum
A Study on the Multimodal Synergetic Path of Junior High School English Vocabulary Memory under the Lexical Chunk Theory – Taking Unit 4 Eat Well as an Example
Aiming at the problem of low memory efficiency in junior high school English vocabulary teaching, this study constructs a three-layer progressive vocabulary memory enhancement path of ' input-processing-output ' based on lexical chunk theory and multimodal semiotics theory. The study integrates the lexical chunk classification system and multimodal synergy theory, combining the cognitive characteristics of junior high school students, to design a multimodal corpus, a gamification strategy, and a high-frequency transfer mechanism. It then implements teaching practice with Unit 4 as a case. The results show that this model can effectively enhance the effect of vocabulary memory, facilitate the transformation from "mechanical memory " to "meaning construction," and provide an operational teaching paradigm for utilizing lexical chunks in the context required by the new curriculum standards.
Foreign Language Teaching Methodology: Dialectical Unity of Scientific Rigor and Artistry
By criticizing the cognitive misconceptions of “the cult of method” and “the rejection of method”, this paper clarifies the intrinsic essence of foreign language teaching methodology, and dialectically elucidates its dual attributes of scientific rigor and artistry. This study employs a literature analysis approach, drawing on interdisciplinary theories from linguistics, second language acquisition, and educational psychology to distinguish among the three hierarchical levels of teaching approach, teaching method, and teaching technique. The study finds that foreign language teaching methodology is not a static set of operational tools, but rather a dynamic, hierarchical system composed of approach, method and technique. Its scientific nature is rooted in the objective laws of second language acquisition and serves as the basis for instructional practice, while its artistic nature stems from individual learner differences, diversity of teaching objectives, and contextual constraints, manifesting as dynamic and creative classroom adjustments. Effective foreign language teaching is precisely the dialectical unity of these two aspects. In the post-method era, it is necessary to move beyond both the blind pursuit and the wholesale rejection of any single method. The research proposes that teachers conducting foreign language instruction need to adhere to three core principles: student-centeredness, dynamic adaptation and creativity, and technology integration. Within a scientific framework, they should implement personalized, contextualized instruction to resolve cognitive dilemmas in methodology application and facilitate effective language learning.
Construction of English Teaching Situations Based on the Concept of “Education Is Life”
This paper thoroughly analyzes the connotation of Dewey’s concept of “Education Is Life”. It points out that the concept emphasizes that education should focus on students’ internal development and real-life experience, and advocates that education should not be confined to the transmission of book knowledge, but closely connected with students’ real life. On this basis, this paper discusses the value and significance of creating life-oriented situations in English teaching, including stimulating learning interest and motivation, promoting knowledge comprehension and memorization, and cultivating language application ability. Furthermore, this paper puts forward the principles and strategies for constructing English teaching situations guided by the concept of “Education Is Life”, namely the principles of authenticity, fun and inspiration. Taking the text Time for a Change from Unit 2, Compulsory Book 2 of Senior High English published by Foreign Language Teaching and Research Press as an example, it elaborates specific strategies such as exploring life-related materials in textbooks, applying multimedia resources and organizing diverse classroom activities.
Analysis of Teaching Strategies for High School English Reading from the Perspective of Curriculum-based Ideological and Political Education
Comprehensively advancing the integration of ideological and political education into curricula is a key measure for fostering virtue and nurturing talents. This paper aims to analyze how to strengthen ideological and political education while enhancing students’ core competencies in English, so as to cultivate their sense of social responsibility, national consciousness, and cultural confidence. The paper first defines the concept of curriculum-based ideological and political education and highlights its significance in high school English reading instruction. It then examines the current issues in high school English reading teaching, including the disconnect between instructional content and ideological-political education, the over-reliance on a single teaching method, and the inadequacy of the evaluation mechanism. In response to these issues, the paper proposes corresponding teaching strategies: in terms of content, an integration strategy is emphasized to explore the ideological-political connotations of texts; in terms of teaching methods, an innovation strategy is advocated, incorporating project-based learning and cooperative learning; in terms of evaluation, the integration of diverse assessment methods is recommended. The implementation of these strategies aims to achieve an organic combination of knowledge transmission and value guidance, thereby cultivating talents with a global vision and a strong sense of national identity for the new era.
Curriculum-based ideological and political education
An Exploration of Group Reading in High School English from the Perspective of Moral Education
Integrating moral education into English teaching is a key direction for discipline-based holistic education. However, there remain certain challenges in implementing moral education in high school English instruction, primarily reflected in mechanical grafting of moral content and rigid approaches to moral education practices. Based on the essence of moral education and the advantages of group reading in fostering moral development, this paper explores methods for embedding moral education into high school English group reading through case studies. The approach involves using group reading to closely examine central texts, deeply explore thematic values, and set discussion topics; selecting related texts around the core topic and organizing them into a coherent group; integrating teaching objectives, designing collaborative learning activities, and facilitating inquiry-based interaction; and establishing an evaluation system to assess the effectiveness of moral education and guide continuous improvement. In doing so, moral education is naturally embedded in instruction, fulfilling the fundamental goal of fostering virtue and nurturing well-rounded individuals.
Copyright (c) 2026 by author(s) and Erytis Publishing Limited. https://creativecommons.org/licenses/by/4.0/
Research on the Current Status and Countermeasures of Supply-Demand Matching in Vocational Skills Training for the Construction Industry
This paper aims to conduct an in-depth analysis of the supply-demand alignment in vocational skills training for the construction sector. Research findings reveal imbalances in skill requirements, time availability, and geographical distribution, attributable to inadequate information communication, outdated training content, and insufficient policy support. Corresponding recommendations include enhancing information exchange, optimizing training programs, and strengthening policy frameworks. The study identifies three primary causes of these disparities: ineffective information flow, delayed curriculum updates, and insufficient governmental backing. To address these issues, the paper proposes concrete measures, including improved communication channels, updated training curricula, and enhanced policy incentives—to improve the alignment between training demands and supply, thereby providing actionable insights for talent development in the construction industry.
Digital Literacy of College Counselors from a Digital Divide Perspective: Challenges and Improvement Paths
Educational digitalization has created new competency requirements for college counselors in ideological and political education, student affairs management, and online student development. Drawing on digital divide theory, this paper examines college counselors’ digital literacy from four dimensions: the access gap, usage gap, knowledge gap, and transformation gap. The study finds that current difficulties include unequal allocation of digital resources, differentiated application capacities, insufficient circulation of professional knowledge, and inadequate transformation of digital technologies into educational practice. These problems are rooted in insufficient institutional support, fragmented training pathways, organizational barriers to knowledge sharing, and lagging educational concepts. Accordingly, this paper proposes an access-guarantee mechanism, a competency-oriented tiered training mechanism, a co-constructed knowledge circulation mechanism, an application-driven practice transformation mechanism, and an ethics-embedded risk governance mechanism. These measures are intended to promote the transformation of college counselors from tool users into digital student-development practitioners.
Online Ideological and Political Education
Situated Learning Pedagogy For Core Competency Cultivation
English Subject Core Competencies are the key abilities and essential qualities that students develop during the English learning process. They hold significant importance for students' lifelong development and social adaptation, and their cultivation has become the core objective of high school English teaching. Teaching contexts, serving as vital bridges connecting knowledge with practice and promoting students' active learning, play an indispensable role in cultivating these core competencies. They provide students with concrete scenarios for language application, cognitive development, and cultural awareness. However, in actual teaching practice, there are numerous shortcomings in the creation of teaching contexts. Issues such as contexts lacking authenticity, misalignment with the goals of core competency cultivation, and being overly superficial make it difficult for them to effectively support the enhancement of students' core competencies. Therefore, under the guidance of the situated learning theory, this study aims to explore the essence of effective instructional contexts guided by core competencies, analyze common problems encountered during their creation, elucidate the role and principles of effective instructional contexts in cultivating core competencies, and investigate their application strategies. The goal is to provide a reference for promoting the development of student core competencies through context-based teaching in high school English instruction.
ESLA in Senior High School Spoken English Teaching: Dilemmas and Solutions
This study focuses on the adaptation issues of ELSA (English Language Speech Assistant), an artificial intelligence speech-assisted tool, in senior high school spoken English teaching. Through a systematic analysis of three dimensions—educational adaptability, technical accuracy, and teaching interactivity—it reveals the core deficiencies of ELSA in the specialized training for the Gaokao spoken English test, classroom management support, and the depth of cultural teaching. The findings indicate that ELSA currently suffers from critical problems such as insufficient adaptation to Gaokao question types, recognition bias of dialectal accents, delayed real-time feedback, and lack of teacher-student interaction, making it difficult to meet the demands of core literacy-oriented senior high school English teaching. To address these problems, this study proposes a multi-level optimization strategy: in terms of educational adaptability, develop a specialized module for the Gaokao spoken English test and enhance the teacher-end management functions; in terms of technical accuracy, construct a "semantic-phonetic" joint model and optimize the real-time feedback system; in terms of teaching interactivity, reconstruct the educational value of gamification and innovate a multimodal integration model. Verified by the strategies, this study provides a theoretical framework for the localized upgrading of ELSA and a practical paradigm for the in-depth integration of AI educational technology in senior high school English teaching, which is of significant reference value for promoting the organic integration of intelligent technology and the cultivation of core competencies in the English discipline.
Activity-Based Approach in Junior High School English Reading: A Practical Case Study
The Activity-Based Approach serves as a pivotal strategy for fostering core competencies, transforming learning methods, and achieving subject-oriented education in English language teaching. Under the guidance of thematic contexts, students engage in a series of English learning activities encompassing learning and understanding, application and practice, as well as transfer and innovation, thereby advancing their linguistic knowledge, refining language skills, and enhancing learning strategies. Reading, as an interactive process between language and thinking, plays a critical role in cultivating students’ core competencies in English. Nevertheless, the effective integration of the Activity-Based Approach into junior high school English reading teaching remains a challenging yet worthwhile issue to explore. This study unfolds through a novice junior high school English teacher’s collaborative lesson planning and two rounds of trial teaching with the teaching and research group, focusing on reflective practice to align the Activity-Based Approach with reading instruction. The findings illuminate the comprehensive, interconnected, and hierarchical nature of the Activity-Based Approach, offering novel perspectives for English education postgraduates and frontline junior high school English teachers to understand and implement this pedagogical framework, while providing practical insights for English teaching innovation.
Research on Teaching Strategies for Electrical Automation Technology Vocational Education Based on Generative Artificial Intelligence
Generative Artificial Intelligence (GAI), as a machine learning system capable of deeply mining data patterns and automatically generating multimodal content, has become a core disruptive technology in digital transformation, reshaping cognitive paradigms and practical pathways in the field of education. In vocational education for the Electrical Automation Technology major, how to effectively leverage GAI to optimize curriculum structures, enhance teaching quality, and strengthen practical skills remains a critical issue facing the discipline's development. From the perspective of the reconstruction of teaching elements driven by technological and environmental changes, this paper proposes teaching strategies for Electrical Automation Technology vocational education based on GAI. These strategies include constructing a core curriculum system closely aligned with the technical requirements of electrical automation positions, optimizing course design through cognitive augmentation technologies, utilizing digital humans for collaborative practical training, and creating a new teaching ecosystem based on multimodal intelligent interaction. Collectively, these strategies give rise to an adaptive learning framework characterized by "data-driven precision — algorithm-based intelligent adaptation — dynamic continuous evolution," promoting the transformation of professional teaching from traditional knowledge-transfer models to autonomous construction models of cross-domain knowledge networks. This provides theoretical support and practical guidance for improving teaching quality and efficiency, meeting market demands, and cultivating applied skilled talents with innovative spirit and practical capabilities.
Human-Machine Collaboration: Boundaries and Practical Paths of Generative AI in Spoken English Teaching
Grounded in the philosophy of technology and humanistic pedagogy, this study focuses on the application boundaries of generative AI in oral English teaching, aiming to clarify the division-of-labor logic in human-machine collaboration. Based on Stiegler’s “technological prosthetics” and “pharmacology” models, as well as humanistic teacher-centered theory, the study reveals that the auxiliary value of generative AI lies in mechanical, standardized, and low-culture-loaded tasks. In contrast, the uniqueness of human teachers is rooted in domains beyond AI’s reach, such as transmitting emotional resonance, deeply interpreting cultural contexts, and guiding dynamic thinking. A three-dimensional boundary criterion and a four-quadrant model are proposed to define the practical scope of collaboration, where technical proficiency determines the feasibility of AI intervention, while the irreplaceability of teachers defines the necessity of their roles. Additionally, a dual-path approach is proposed: developing teachers’ critical AI and cultural pedagogies, and designing tools with cultural diversity to mitigate bias. The study concludes that the the essential boundary is ethical, safeguarding “human subjectivity and cultural nature,” thus offering a framework for responsible integration.