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
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.
Copyright (c) 2026 by author(s) and Erytis Publishing Limited https://creativecommons.org/licenses/by-sa/4.0
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.
An Inquiry into the Persistence of the System of Conferring Civil Examination Degrees and Official Posts under the Late Qing Educational Reforms
To encourage the establishment of schools, the Qing government granted graduates of domestic new-style schools and returned overseas students graded civil examination degrees (chushen) supplemented by official posts. The abolition of the imperial civil examination system in 1905 marked a pivotal turning point in Chinese educational history, yet the system of conferring such degrees and posts —a mechanism deeply entwined with the examination system—survived until the fall of the Qing dynasty. This paper traces the historical evolution of this system, explores the reasons for its endurance as a transitional policy, analyzes its positive role in advancing new-style education, and dialectically examines its inherent drawbacks, namely the conflation of talent cultivation with official selection and the fostering of a utilitarian academic ethos. In so doing, it illuminates both the historical inevitability and the limitations of this system within the broader transition of Chinese education.
System of Conferring Civil Examination Degrees and Official Posts
Research on the Construction of a Three-Platform Three-Stage Practical Teaching System in Higher Vocational Education under the Background of Intelligent Manufacturing
With the rapid development of intelligent manufacturing technology, practical teaching in higher vocational electromechanical majors faces challenges including disconnection between teaching content and industrial technology, insufficient training conditions for real production needs, and inadequate cultivation of students innovative ability. Taking the Automation Production Line Technology Comprehensive Application course as an example, this paper proposes and constructs a practical teaching system integrating three platforms (training base, innovation platform, and production enterprise) and three stages (simulation training, practical operation reinforcement, and internship improvement). The study elaborates the construction logic, operation mechanism, and guarantee measures of the three-platform three-stage practical teaching system, and analyzes its implementation effect in cultivating students ability to transform automation production lines, providing a reference framework for practical teaching reform in intelligent manufacturing related majors.
An Exploration of Developing Junior High School Students' Critical Thinking in English Reading Based on the 5E Instructional Model
English reading instruction serves as an important vehicle for cultivating junior high school students' core competencies. As a core component of the thinking quality within these competencies, critical thinking is key to developing students' independent thinking and rational judgment. The 5E teaching method, with its core stages of "Engage, Explore, Explain, Elaborate, and Evaluate," emphasizes student-centered, inquiry-oriented learning, which aligns closely with the need to cultivate critical thinking in junior high school English reading. This paper examines the current state of junior high school English reading instruction, explores the intrinsic connection between the 5E teaching method and the cultivation of critical thinking in English reading, proposes specific teaching implementation strategies, and verifies their effectiveness through teaching cases, providing practical references for cultivating critical thinking in junior high school English reading instruction.
Construction and Practice of the Four-Micro Integration Teaching System for Chemical Engineering Majors in Universities: A Case Study of the Bilingual Course Chemical Literature Retrieval and Scientific Paper Writing
Under the requirements of high-quality development of higher education in the new era, comprehensively eliminating "low-quality courses" and creating "high-quality courses" with high-level, innovative and challenging features have become the core task for the connotative development of chemical engineering majors in universities. Aiming at the problems existing in some current professional courses, such as boring content, single form, insufficient interaction and weak practice, Ms. Zuo Yujing from the School of Chemistry and Chemical Engineering, University of Jinan, relying on the advantages of new media interactive technology, has constructed a new "Four-Micro Integration" teaching system integrating micro-platform, micro-course, micro-class and micro-communication in the whole teaching process including teaching design, lesson plan compilation, classroom teaching, student experiment and internship. This system realizes efficient interaction between teachers and students anytime and anywhere, promotes the transformation of classroom teaching from "passive indoctrination" to "active inquiry", and achieves the teaching goal of teaching through fun and improving quality and efficiency. Taking the bilingual course "Chemical Literature Retrieval and Scientific Paper Writing" as the practical carrier, this paper systematically expounds the connotation construction, implementation path and application effect of the "Four-Micro Integration" teaching system, providing a reference model for the curriculum reform and "high-quality course" construction of chemical engineering majors in universities.
Research on the Smart Classroom Teaching Mode of PLC Courses in Secondary Vocational Schools Empowered by Artificial Intelligence
To address the problems of disjointed theory and practice, as well as inadequate adaptation to student learning contexts in the traditional teaching of the course PLC Control Technology and Application in secondary vocational schools, a smart classroom teaching model was constructed based on artificial intelligence (AI) technology. This paper analyzes the current teaching status of the course and the application value of AI, and conducts teaching design from four dimensions: teaching objectives, content reconstruction, process design, and evaluation system. A novel "AI-empowered 9+9 dual-process smart teaching model" is proposed. A one-semester teaching practice was carried out with 40 students majoring in mechatronics from the 2023 grade of Lanzhou Modern Vacational College as the research subjects, with a parallel class adopting traditional teaching methods as the control group. The practical data demonstrate remarkable teaching effectiveness: 83.78% of the students approved of the smart classroom teaching model, and the classroom interaction participation rate was 42% higher than that of the control group; 85% of the students were able to independently formulate preview plans, representing a 38% increase compared with the control group; the accuracy rate of practical training programming and the efficiency of equipment debugging were improved by 25% and 30% respectively. The final overall score of the experimental class was 10.2 points higher than that of the control group, with the theoretical score being 8.9 points higher; the passing rate reached 100%, and the excellent rate was 20% higher than that of the control group. The students' satisfaction with this teaching model stood at 92.3%. This study provides a replicable practical reference for the digital transformation of professional courses in secondary vocational schools, achieving the improvement of teaching quality and efficiency under the empowerment of technology.
Study on the English Translation of Chinese Characteristic Vocabulary from the Perspective of Cross-cultural Communication
With the deepening of global cultural exchanges, the translation of Chinese characteristic vocabulary has become a crucial medium for international audiences to understand China’s unique cultural, political and social landscapes. When translating Chinese characteristic vocabulary, how to fully convey Chinese cultural imagery while ensuring easy comprehension by foreign audiences constitutes a core difficulty and focus in translation practice. From the perspective of cross-cultural communication, this article explores the English translation of Chinese characteristic vocabulary through an analysis of typical cases. And the aim is to construct a more efficient English translation strategy system for vocabulary with Chinese characteristics, providing references for enhancing the international dissemination power of Chinese discourse and promoting effective mutual learning between Chinese and Western civilizations.
How Brown v. Board of Education Overturned "Separate but Equal": History, Impact, and Contemporary Echoes
Through doctrinal analysis structured around the IRAC framework, this study examines how Chief Justice Warren engineered Brown v. Board of Education to overturn “separate but equal.” He shifted the Issue from original intent to social reality; displaced the Rule by distinguishing Plessy as a transportation case; drew on Sweatt and McLaurin to analyze intangible harms, holding that segregation generates “a feeling of inferiority” affecting “hearts and minds”; and concluded that “separate educational facilities are inherently unequal.” This reframing dismantled a half‑century of doctrine. The decision’s inevitability arose from World War II, Cold War pressures, Black political empowerment, and economic integration. Yet implementation proved uneven, producing white flight, marginalization of Black educators, and—compounded by Rodriguez and residential segregation—de facto resegregation. Contemporary inequality now spans funding, teacher quality, and college access, while Students for Fair Admissions retreats from Brown’s logic. Brown’s legacy is thus a legal triumph that exposed the judiciary’s limits; its promise of genuine educational equality remains unfinished.