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
Applying Variational Translation Theory: An E-C Translation Study of Chapters 8-11 from Lesson Plans to Train Like You Fly
This report focuses on the English-to-Chinese translation of Chapters 8–11 of Lesson Plans to Train Like You Fly: A Flight Instructor's Reference for Scenar-io-Based Training. It explores how Variational Translation Theory, proposed by Huang Zhonglian, can enhance the quality and applicability of professional training materials. Given the growing demand for competent flight instructors in China, and the widespread use of English-language scenario-based training materials, effective translation is essential.
Copyright (c) 2025 by author(s) and Erytis Publishing Limited. https://creativecommons.org/licenses/by/4.0/
Research and Reform of Functional Experiment Teaching Based on Generative Artificial Intelligence
With the rapid advancement of technology, generative artificial intelligence is gradually permeating the field of education. Functional experiment teaching constitutes a vital component of medical education. However, traditional models struggle to meet the demands of personalized learning and innovation capacity cultivation due to limitations in experimental equipment and resources, rigid teaching methodologies, and untimely resource updates. This paper delves into the reformative concepts and practical pathways for applying generative artificial intelligence in functional experiment teaching, analyzing its notable advantages in enhancing teaching effectiveness and fostering students' innovative abilities. Simultaneously, it reflects on potential challenges during implementation, aiming to provide valuable insights for the innovative development of functional experiment teaching.
Exploration of Legal Governance in Promoting Rural Revitalization
The complexity and arduousness of comprehensively advancing rural revitalization are no less than those of poverty alleviation. As a core guarantee for "consolidating fundamentals, stabilizing expectations, and benefiting the long term", the rule of law is a key support for resolving county-level issues related to agriculture, rural areas, and farmers, and activating the driving force for rural development. Based on county-level practices, this paper takes "standardizing ad-ministrative law enforcement - strengthening fair justice - promoting law-based governance" as a three-dimensional framework, and integrates typical cases such as the "three-in-one governance integration" in Laixi, Shandong Province and the "smart mediation" in Liuyang, Hunan Province. It systematically ex-plains how to transform the advantages of the rule of law into practical results of rural revitalization by strengthening law enforcement teams, optimizing judicial services, and innovating governance models, thus providing a solid institutional guarantee for achieving a strong agricultural sector, beautiful rural areas, and prosperous farmers.
Factors Influencing EFL Learners’Satisfaction in Ideological and Po-litical College English Language Courses
In the contemporary higher education, English language courses are recognized as foundational subjects. They are entrusted with not only nurturing students' lin-guistic competencies but also integrating elements of ideological and political ed-ucation (IPE) to fulfill the essential mission of moral cultivation. This study is grounded in the practical demands of IPE in English language courses. Employing a mixed-methods approach that combines questionnaires and in-depth interviews, a comprehensive investigation was conducted involving 213 students from four majors at a university in Eastern China. The objective was to explore students' current levels of satisfaction with IPE in English language courses and to identify the underlying influencing factors. The research utilized statistical analysis tech-niques to examine the impact of personal attributes (encompassing major, and po-litical affiliation) and course implementation aspects (including teachers' ideolog-ical and political literacy, instructional design, and classroom interaction modes) on students' satisfaction with IPE in English language courses. The results reveal that teachers' ideological and political literacy, along with the relevance of the teaching content, exert a significant positive influence on student satisfaction. Furthermore, the diversity of classroom interaction strategies and students' sub-jective engagement play an indispensable positive role in their satisfaction with IPE. Notably, the study uncovered variations in expectations regarding the ideo-logical and political content of foreign language courses among students from dif-ferent majors, prompting the suggestion of differentiated teaching strategies for IPE.
The Evolution of Foreign Language Teachers' Roles in the Age of AI
The rise of AI technologies—particularly tools like ChatGPT and adaptive learn-ing platforms—is transforming traditional foreign language teaching, making it necessary to redefine the role of educators. Drawing on UNESCO’s AI-Supported Education: Opportunities and Challenges (2023), China’s Beijing Consensus (2023), and real-world case studies, this paper explores how AI is reshaping the identity and responsibilities of foreign language teachers. AI acts as both a disruptor of conventional teaching authority and a catalyst for innovation. The study finds that teachers are evolving from knowledge providers into learning facilitators, cultural mediators, ethical guardians of AI use, and tech-integration specialists. While AI enhances efficiency, human qualities—such as empathy, cultural awareness, and critical thinking—remain irreplaceable. Thus, this paper proposes a "human-AI collaboration" model to help educators adapt. Ultimately, for AI to truly improve—rather than undermine—foreign language education, systemic support is crucial, including policy frameworks, teacher training, and ethical guidelines.
Research on the Innovation of School-Enterprise Collaborative Talent Cultivation Model for Electronic Major in Technical Schools and Dongying Petroleum Equipment Enterprises
As a national key base for petroleum equipment manufacturing, Dongying has an industrial scale accounting for more than one-fifth of the national total and half of Shandong Province. As early as 2012, it achieved a total industrial output value of 50 billion yuan, with the production capacity of leading products such as land petroleum drilling rigs and pumping units ranking among the top in China, and its exports covering more than 60 countries and regions. However, it currently faces structural contradictions, including core technologies being constrained by others and a shortage of high-skilled talents in electronic fields. At the same time, the electronic major in local technical schools has problems such as disconnection between courses and industrial needs, mismatch between practical training and post standards, and a single evaluation system. Although preliminary cooperation has been promoted under the policy of integrating oil fields, local government and schools, a deep collaborative mechanism has not yet been formed. Based on the theoretical and practical experience of 7 core documents, this paper constructs a school-enterprise collaborative talent cultivation model of "industrial demand orientation—curriculum system reconstruction—practical training platform co-construction—closed-loop multi-evaluation". Through paths such as the integration of theory and practice, OBE (Outcome-Based Education) concept design, and optimization of Emerging Engineering experiment projects, it realizes the accurate connection between talent cultivation and industrial needs. The research shows that this model can effectively shorten the students' post adaptation cycle and improve the acquisition rate of vocational skill level certificates, providing two-way support for the transformation and upgrading of Dongying's petroleum equipment industry and the improvement of talent cultivation quality in technical schools.
School-Enterprise Collaborative Talent Cultivation
The Colors of Emotion: The Value and Role of Art Education in Children’s Psychological Development
Emotional development is a core aspect of children’s psychological growth, and art education, as an essential medium for emotional expression and aesthetic experience, holds unique value in promoting emotional regulation, empathy cultivation, and personality development. Based on the theoretical frameworks of developmental psychology and educational aesthetics, this study employs literature review and educational practice observation to explore the mechanisms and educational significance of art education in children’s emotional development. Findings indicate that art education, through the process of “perception—expression—reflection,” effectively stimulates emotional experience and self-awareness, facilitating the transition from external emotional expression to internal emotional understanding. Moreover, collaborative and open art learning environments contribute to the development of children’s social-emotional skills, enhancing emotional resonance and value recognition. This study further emphasizes that, in curriculum design and instructional practice, teachers should integrate aesthetic experience with psychological support, constructing an art education system that combines creativity with emotional education, thereby achieving coordinated development of aesthetic education and emotional nurturing.
A Comparative Study of Learner-centeredness in Communicative Language Teaching and Task-Based Language Teaching
This comparative study examines how Communicative Language Teaching (CLT) and Task-Based Language Teaching (TBLT) operationalize learner-centeredness in language education. Through analyzing teacher-student roles, instructional design, and assessment and feedback, the study reveals that CLT prioritizes scaffolded participation through structured activities, while TBLT emphasizes autonomous creation via authentic tasks. This study aims to explore how CLT and TBLT embody learner-centeredness in their methodologies. While both emphasize learner agency, they vary in teacher-student roles, instructional de-sign, and assessment and feedback. The pedagogical implications propose adaptability principles: matching CLT’s support to beginner proficiency, aligning TBLT’s tasks with advanced competencies, and contextualizing both approaches within Chinese educational realities. By advocating a flexible blend of methods tailored to learner levels, goals, and cultural settings, this study of-fers educators a framework to enhance student agency in diverse classrooms.
Understanding Counseling Attrition: Insights from Logistic Regression
This study investigates the predictors of early termination among clients receiving counseling services at a community mental health centre. Early termi-nation, or dropout, poses significant challenges to the efficacy of therapeutic interventions, often leading to incomplete treatment and unaddressed mental health needs. Understanding the factors that contribute to this phenomenon is crucial for improving client retention and optimizing therapeutic outcomes. To explore these factors, a sample of clients who had engaged in counseling at the mental health centre was selected for the study. Each participant was inter-viewed, and their responses were meticulously recorded to ensure the accuracy and integrity of the data. The interview process was designed to encourage hon-est disclosure, enabling the collection of reliable information regarding their experiences and reasons for either continuing or discontinuing therapy. The study employed a binary logistic regression model to analyse the likelihood of early termination among these clients. The dependent variable in the model was the occurrence of early termination, operationalized as a binary outcome where '1' indicated early termination and '0' signified continuation of counseling until the intended completion. The group that did not terminate early was used as the reference category, while those who terminated early represented the target group for analysis. Two independent variables were identified as potential pre-dictors of early termination: symptom severity and avoidance of disclosure. Symptom severity ('sympsev') refers to the intensity of the clients' psychologi-cal symptoms, which was hypothesized to influence their likelihood of remain-ing in therapy. Avoidance of disclosure ('avdiscl') measures the extent to which clients were reluctant to share personal information during counseling sessions, which could hinder the therapeutic process and contribute to premature drop-out. Both predictors were treated as continuous variables within the model. The logistic regression analysis aimed to determine the relative contribution of these predictors to the likelihood of early termination. By calculating the odds ratios for each predictor, the study assessed how variations in symptom severity and avoidance of disclosure influenced the probability of a client terminating therapy prematurely. The results of this analysis provide valuable insights into the dynamics of client retention in counseling settings
A Review on the Foreign Language Teaching Empowered by Artificial Intelligence in Recent Ten Years: A Scientometric Analysis Based on CiteSpace
This paper employs CiteSpace 6.2.R6 to conduct a visualization analysis of re-searches on foreign language teaching empowered by artificial intelligence from the China National Knowledge Infrastructure (CNKI) database and Web of Sci-ence (WOS) core collection database between 2014 and 2024. It aims to explore the characteristics of researches on foreign language teaching empowered by artificial intelligence.The present study yielded the following major findings: both domestically and internationally, there is a shared interest in exploring how artificial intelligence (AI) can enhance the efficiency and personalization of foreign language teaching. However, the domestic researches predominantly put emphasis on the optimization of existing pedagogical models through data analysis and intelligent tutoring systems, highlighting the direct application of technology in enhancing educational quality. Conversely, foreign researches tend to investigate the role of artificial intelligence in fostering interactive and immersive learning experiences, with a particular focus on technological inno-vation and cross-cultural adaptability.
A Comparative Study on the Offensive Ability of the Guard Players of the Top Four Teams in the 28th Men's Basketball Asian Championships
This paper uses video observation, mathematical statistics, logical analysis and other research methods to analyse and compare the technical indicators in the offensive ability of the guards of the four strongest teams in the 28th Men's Bas-ketball Asian Championships, and the study shows that: Japan's guards are high-ly efficient in scoring, and their shooting styles are flexible and changeable; the Philippines' guards are diverse in their offensive means, and they are strong in breakthroughs and long-distance shooting; the Iranian guards are experienced, and they specialise in scoring in the close range; China's guards are strong in breakthrough ability and outstanding performance in dribble breakthrough technique.
Near-Synonymous Phrases in the Extended Unit of Meaning Framework: A Case Study on “insist on” and “stick to” and Its Pedagogical Implications
Based on the theoretical framework of the extended unit of meaning, this paper mainly compares the similarities and differences between the two sets of near-synonymous verb phrases “insist on” and “stick to” in terms of register frequency distribution, semantic collocation, and semantic prosody characteris-tics in the native English corpus COCA and the Chinese learners’ writing corpus iWriteBaby, and analyzes the factors affecting learners’ acquisition. The study shows that native speakers distinguish between “insist on” and “stick to” in use, but Chinese learners confuse them due to the influence of mother tongue trans-fer and learning environment, resulting in significant differences in semantic characteristics compared with native English. The results of this study have cer-tain implications for second language vocabulary teaching.
An Exploration of English Writing Teaching Design in Senior High School Based on the Activity-based Learning Approach
According to the New English Curriculum Standard for Senior High School, the teaching concept based on the English activity-based learning approach is advocated, which aims at improving students’ English subject core competences. And writing teaching is an important way to culti-vate students’ core competences of English. However, due to the lack of deep understanding of the curriculum objectives and teaching concept of learning activity, there may be some problems in writing teaching such as the lack of students’ autonomous and cooperative learning, the lack of hierarchy and logic in activity design, and the lack of practice and innovation activities. Based on the English activity-based learning approach, this study explores senior high school English writing teaching strategies based on the construction of perceiving and understanding, applying and practicing activities, transferring and creating activities, with a view to promote the im-provement of students’ comprehensive language ability, cultural awareness, quality of thinking and learning ability in writing teaching.
The Usage of Problem-Based Learning in Teaching High School Students’ English Writing
Problem-based Learning (PBL), a student-centered instructional approach rooted in constructivist learning theory, has been widely applied across disci-plines to foster critical thinking, problem-solving, and collaborative skills, yet its application in high school writing instruction remains under explored. This study addresses prevailing challenges in traditional writing teaching—including low student motivation, rigid template dependence, and disconnection from real-life contexts—by systematically exploring the value, implementation strat-egies, effectiveness, and challenges of integrating PBL into high school writing instruction. Employing a mixed-methods design , the study first clarifies PBL’s core connotations and theoretical alignment with writing instruction, then an-alyzes gaps in traditional writing teaching, and proposes a five-stage PBL-based writing framework. An action research was conducted in two Grade 10 classes over one semester: the experimental class used PBL, while the control class used traditional methods. Results show PBL significantly improved writing perfor-mance (experimental class post-test average 80.5 vs. control class 74.6), in-creased student motivation (87% of experimental students reported higher in-terest), and enhanced critical thinking and collaboration. Challenges included teachers’ limited PBL design capacity and tight class schedules, with corre-sponding solutions proposed. This study concludes PBL transforms writing from a “mechanical task” to an “exploratory practice,” offering viable guid-ance for high school writing reform.
A Study on Emotion Management and Burnout Mitigation Strategies for College Teachers from the Perspective of Emotional Labour
The emotional labour of teachers is a critical determinant in enhancing educational quality; yet, prolonged emotional strain and excessive emotional labour may ultimately result in teacher burnout. Teacher burnout at higher education institutions significantly hinders the professional advancement of both schools and educators. This study integrates theories of emotional management and burnout, grounded in the concept of emotional labour, to comprehensively examine the pressures of emotional labour encountered by college teachers during teaching practice and assess its effects on their emotional well-being and burnout levels. The study concurrently suggests pragmatic strategies for regulating emotional management and expression, intending to furnish theoretical support and practical avenues for enhancing the emotional labour of college teachers, elevating educational quality, and fostering the sustainable advancement of college teachers' careers.
Thinking Visualization in English Teaching for Junior High School
This paper explores the significance and application of thinking visualization in junior high school English teaching. Visualization, employing tools like mind maps, pictures, videos, and charts, transforms abstract language concepts and text structures into concrete, visual representations. This approach enhances students’ comprehension of vocabulary and grammar, improves information retention, fosters creativity, and accommodates diverse learning styles. Key classroom strategies include using mind maps to organize texts, multimedia resources to aid understanding, and charts to analyze data. Despite challenges like resource constraints, time demands, and assessment difficulties, thinking visualization proves effective in stimulating learning interest, developing logical thinking, and improving overall English reading quality and efficiency.
Visual Narratives in EFL Textbooks: A Multimodal Approach to Enhancing Cross-Cultural Awareness and Second Language Acquisition
In an era of globalization, effective language education must transcend mere linguistic proficiency to cultivate deep cross-cultural awareness. This study proposes the integration of visual narratives into English as a Foreign Language (EFL) textbooks through a multimodal lens, combining Multimodal Discourse Analysis (MDA) with Sociocultural Theory (SCT) and Vygotsky’s Zone of Proxi-mal Development (ZPD). By analyzing the use of composition, color, and char-acter interactions within visual narratives, the research reveals that traditional EFL textbooks often provide superficial cultural representations, whereas dy-namic visual narratives offer a more immersive and cognitively engaging learn-ing experience. The findings indicate that scaffolded instructional strategies leveraging these multimodal resources can significantly enhance both cultural understanding and second language acquisition, suggesting a promising frame-work for future curriculum design in EFL contexts.
The construction and practice exploration of intermediate financial accounting AI course based on knowledge map
With the rapid development of artificial intelligence technology, the application of knowledge graph in the field of education has attracted more and more attention. Based on the project of " Construction and Practice of Intermediate Financial Accounting 2 AI Course Based on Knowledge Graph " in Foshan University, this paper deeply discusses the application of knowledge graph technology in the teaching of intermediate financial accounting course. This paper first expounds the background and significance of the topic selection, then clarifies the four main objectives of curriculum construction, and analyzes in detail the gaps in the current process of achieving these objectives. Finally, the paper puts forward the targeted implementation strategy, in order to provide useful reference for the curriculum reform of accounting major in colleges and universities, promote the deep integration of accounting education and artificial intelligence technology, and cultivate innovative accounting talents to meet the needs of the digital age.
Problems and Strategies in the Integration of Reading and Writing Instruction to Foster Creative Thinking in English Continuation Writing
Currently, the integrated instruction of reading and writing in actual classrooms faces several widespread issues. First, teachers focus on teaching language knowledge and skills while neglecting the cultivation of creative thinking. Second, students’ creativity and imagination are suppressed, resulting in formulaic writing. Third, output tasks fail to be effectively facilitated, with teachers unreasonably raising the bar for students’ thinking abilities. This paper discusses strategies to address these existing problems by optimizing instructional approaches, emphasizing students’ competence development, selecting appropriate reading materials to strengthen reading-writing connections and stimulate authentic writing motivation, and encouraging active student engagement in organizing and integrating information. Well-designed instruction is also emphasized to ensure optimal learning outcomes.
AI-Empowered Pedagogy in ESP Curriculum: A Constructivist Approach to Active Learning
This study empirically investigates the integration of domestic AI tools (iFlytek Spark, iWrite, Pigai.org) within a constructivist framework for English for Spe-cific Purposes (ESP) technical writing instruction for Chinese engineering un-dergraduates. Employing a sequential explanatory mixed-methods design (qua-si-experimental, N=120), it examines AI's impact on writing proficiency, cogni-tive efficiency, metacognition, and collaboration. Quantitative results show the AI-integrated group achieved significantly greater gains in overall writing profi-ciency (F(1,117)=28.37, *p*<.001, η²=0.195), particularly in audience adapta-tion (*d*=1.42) and genre conventions (*d*=1.37), alongside 25.4% faster task completion (*p*<.001), 41.7% fewer revisions (*p*<.001), enhanced metacog-nitive awareness (*d*=1.15), and 68% more substantive peer collaboration (*p*<.001). Qualitative analysis reveals AI functioned as a "discourse catalyst," deepening collaborative knowledge construction through analytical prompts and fostering critical engagement with feedback. Domain-specific limitations highlight the necessity for human-AI orchestration. The study proposes a peda-gogical model positioning AI for cognitive load management, learners for au-thentic problem-solving, instructors as cognitive coaches, and structured col-laborative knowledge building. Implications emphasize customizable platforms, faculty TPACK development, and cross-domain research.
STEM concept and optimization of teaching design for accounting majors: the case of“Management Accounting Practice”course
As an educational concept based on project-based learning and interdisciplinary learning, STEM is highly compatible with the needs of the current curriculum reform in colleges and universities. Due to the many deficiencies in the current teaching of accounting courses in colleges and universities, this article explores the optimization of teaching design based on the STEM educational concept, taking "Management Accounting Practice" as an example. On the one hand, it analyzes the connotations of various ability elements of STEM and studies how they can be integrated into and optimize the teaching content of management accounting practice respectively. On the other hand, it uses the project teaching method to construct a "small project & large project" teaching model of management accounting, stimulating students' interdisciplinary comprehensive abilities through sufficient practical exercises and improving teaching quality.