Exploration of the Integration of Curriculum Ideology and Politics into the Educational Pathway of Standardized Training for General Practice Residents

In recent years,the national higher education reform has proposed the concept of curriculum ideological and political education as a major element.This integration into the standardized training of general practice residents(commonly referred to as general resident training)is an unavoidable trend in the teaching field.Based on the actual situation of our unit at The First Affiliated Hospital of Xi’an Medical University,this paper emphasizes the necessity of incorporating ideological and political education into the general resident training curriculum,despite the absence of pertinent practical experience in how to effectively incorporate such courses into comprehensive residential training.In our hospital,we must assess the ideological and political education in the curriculum of general resident training,proposing a scientific,reasonable ideological and political education concept system for general practice courses,integrating ideological and political education with general practice resident training,and strengthening the team of ideological and political education physicians to teach them to carry out such education,this would foster enthusiasm and initiative.Strengthening admission education and training for general practice resident training,as well as regularly hosting symposiums to share ideas and understand the mission of doctors can provide effective experience for ideological and political education in general resident training courses.

Investigation on Tabriz University Teachers’ Experiences of the Ignored Curriculumin General Courses

The ignored curriculum is one of important elements in the curriculum that the design of this concept has led to reduce a superficial look at measures to curriculum. Ignored curriculum not only in the design but also should be considered at the implementation level. The present study examined the experiences of teachers in general education from ignored curriculum in higher education and this study was done by qualitative research and its approach was interpretive phenomenology. In this regard, semi-structured interviews were conducted with twenty-six teachers of general education courses and the data obtained from these interviews were analyzed by using phenomenology of Smith. Three major themes from ignored curriculum, were found from the experience of teachers including 1) lack of attention to requirements which consists of three sub-categories: in attention to the needs of the learner, the needs and demands of everyday life and the needs of experts;2) lack of attention to content;3) run into problems involving the four sub-problems of teaching, evaluation time, space and assessment. The teachers during the training and implementing courses have gained a lot of experience from the ignored curriculum that had impact on their perception. Planners are familiar with academics experiences and identify ignored curriculum of general education courses and emphasized on how they understand the main goals of general education courses and made it meaningful and they had a main role in eliminating the flaws of this course, and enhance the effectiveness of them. In summary, the results obtained from the study were that general education courses, do not address the needs of learners. These requirements include of three sub-categories: inattention to the needs of the learner, routine needs and professionals. Also, courses have less attention to content. And there are problems such as difficulties in teaching this lesson, time, space and evaluation.

A Comparative Study of General Education Between China’s and Singapore’s Universities

Along with the development of knowledgebased economy,interdisciplinary talents have received widespread attention.While teaching students professional knowledge,universities also focus on general education.By studying the education objectives and curriculum of China and Singapore,this paper makes a comparative analysis of the similarities and differences between UESTC and NTU in terms of general education objectives and curriculum design,so as to provide certain references for universities,especially science and engineering universities,and to further improve general education.

Making Sense of Interdisciplinary General Education Curriculum Design: Case Study of Common Core Curriculum at the University of Hong Kong

Purpose:This research is an interview-based study that captures the academics’perspectives toward the planning and design of an interdisciplinary General Education Curriculum for undergraduate students in the Chinese context,using the Common Core Curriculum at the University of Hong Kong as a case study.Design/Approach/Methods:A total of 28 academics with various levels of academic ranking,disciplinary context,proven teaching excellence,and research productivities were individually invited for and consented to a semi-structured and face-to-face interview.Findings:This article suggests four fundamental and interrelated dimensions for consideration when structuring an interdisciplinary General Education Curriculum,namely,how to design,what is worth learning,how to learn and teach,and how to know students have learned.It is suggested that the ideal curriculum should remain coherent and coordinated,broad and balanced,as well as open and flexible,ensuring the capture of knowledge,skills,and attitudes,with the facilitation of active,authentic,and contextualized pedagogies and assessments.Originality/Value:This article has the potential of providing insight for policymakers and educators around the world to better structure an interdisciplinary General Education Curriculum by creating an overall springboard for future discussion.They can also integrate these evidence-based elements and strategies into their everyday practices.

Comparative Analysis of International School Education Evaluation Systems:A Case Study of the IB and A-Level

This paper presents a comparative analysis of the International Baccalaureate(IB)and the General Certificate of Education Advanced Level(A-Level),two international educational assessment systems.The study explores their similarities and differences in educational philosophy,curriculum design,assessment methods,and student experience.Findings indicate that the IB curriculum emphasizes holistic education and interdisciplinary learning,while the A-Level curriculum focuses more on subject depth and specialization.In terms of assessment methods,the IB combines internal and external evaluations,whereas the A-Level primarily relies on final examinations.Regarding student experience,IB students typically perceive a broader range of learning opportunities,while A-Level students gain in-depth knowledge in specific subject areas.The study offers valuable insights for educators and policymakers to improve educational practices and support the personalized development of students.

Implementing General Education in Hong Kong:Government Policies,Institutional Responses,Opportunities and Challenges

In this paper,the authors explore the implementation of the government mandate in Hong Kong to move from three-year to four-year undergraduate degree programs which include studies in general education(GE),through an analysis of policies and activities related to the curriculum reform.While the authors are interested in the substance of these reforms,the primary objective is to explore the relationships between policy initiatives and implementation approaches at different levels.Using Scott’s(2001)new institutional theory as a framework,the authors discuss the policy implementation at the governmental,institutional norms,and cultural levels.By focusing on the complex interrelationships among influences at different levels within the institution,this paper identifies challenges in the implementation of the new four-year curriculum,and using a case study of one institution,offers suggestions for facilitating that implementation.

Development of Earth/Climate System Models in China:A Review from the Coupled Model Intercomparison Project Perspective

The development of coupled earth/climate system models in China over the past 20 years is reviewed, including a comparison with other international models that participated in the Coupled Model Intercom- parison Project （CMIP） from phase 1 （CMIP1） to phase 4 （CMIP4）. The Chinese contribution to CMIP is summarized, and the major achievements from CMIP1 to CMIP3 are listed as a reference for assessing the strengths and weaknesses of Chinese models. After a description of CMIP5 experiments, the five Chinese models that participated in CMIP5 are then introduced. Furthermore, following a review of the current status of international model development, both the challenges and opportunities for the Chinese climate modeling community are discussed. The development of high-resolution climate models, earth system mod- els, and improvements in atmospheric and oceanic general circulation models, which are core components of earth/climate system models, are highlighted. To guarantee the sustainable development of climate system models in China, the need for national-level coordination is discussed, along with a list of the main compo- nents and supporting elements identified by the US National Strategy for Advancing Climate Modeling.