Reform of Teaching Mode for College Students'Financial Literacy Training under General Education:Taking Yangtze University as an Example

The development of Internet finance has made the financial environment faced by college students more complicated.The level of financial literacy best reflects a person's sensitivity to the financial environment and flexibility to respond to financial events.Therefore,to improve the financial literacy of college students,popularizing financial knowledge is bound to become the key content of general education and teaching work in contemporary colleges and universities.In this article,taking 400 undergraduates from Yangtze University as the research object,the participation in online lending and the mastery of financial knowledge were investigated and analyzed,then the current teaching situation of financial literacy courses was introduced,and finally,a number of suggestions to improve the teaching reform of financial literacy were put forward.

The Probe into the Methods of Implementing General Education in Application-oriented Civilian-run Colleges and Universities

This paper conducts the probe into the methods of implementing the general education in application-oriented civilian-run colleges and universities. As the basic education for the construction of high-quality teachers more and more urgent, how to make application-oriented colleges and universities teacher education in the personnel training level and training mode to meet the basic education development needs. Therefore, accomplishes the counted by the 100 million high quality worker diligently, ten million counts the professional personnel and a large quantities of best pick of the crop innovation talented person, specially raises the considerable amount to stress in the practical work department on the solution actual problem high level. Compared with the state-of-the-art core applications, this paper’s idea is novel and effective.

An analysis of British and American literature education from the perspective of integration of general education and professional education

In foreign language teaching in colleges, British and American literature is a key course. In this paper, we first described the literature status of English curriculum system in colleges and universities, then based on the analysis of British and American literature teaching mode of quality education, puts forward some corresponding measures. General education, as a universal education for all students, is an important part of education reform. In the general education system of colleges and universities, the setting up of foreign language courses plays an important role and value. British and American literature is an important part of foreign language teaching, but also an important way to improve students＇ humanistic quality.

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.

Research on the General and Professional Integrated Education at Universities under the Background of Engineering Education Accred­itation

Under the background of“Engineering Education Accreditation”,it is of great significance to carry out the general and professional integrated education at universities.This paper discusses the epoch connotation of general education at universities and the necessity of developing general education in the professional courses of the universities.The conceptual characteristics,practice modes and ways of carrying out the general and professional integrated education at universities under the background of Engineering Education Accreditation are discussed.Finally,an example is given to verify the feasibility and implementation effect of carrying out general education in professional courses of university,so as to provide references for the development of the general and professional integrated education at universities in the new era.

Current Situation of the Teaching of Ophthalmology in General Practice Medical Education and the Application of TBL

Ophthalmology is an integral part of general practice education,and it is of great significance to have some knowledge on ophthalmology even if the general practitioner is not an ophthalmologist.The subject characteristics,the traditional mode of teaching,and the cognitive deviation of students have greatly influenced its teaching quality.The application of team-based learning(TBL)in ophthalmology education responds to the demand of modern medical education.Building a team,designing questions that combine theory and clinical practice,as well as employing a fair scoring system can stimulate students’learning interest and improve their learning autonomy and ability to ask questions and solve problems.

The Yukawa and Exponential Potentials for a Galaxy’s Spherical Central Bulge*

By adding an extra term to the Newtonian potential, matter outside the orbit of a star adds to the gravitational acceleration acting on that star. In this work, we solve the Poisson equation for non-Newtonian potentials of a spherically symmetric distribution of mass. We derive equations for calculating the centripetal acceleration and velocity of galactic disk stars that are due to the Newtonian and exponential potentials of the galaxy’s central bulge.

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.

Suzhi Education and General Education in China

Purpose:Since the 1980s,suzhi has become a core word in contemporary China.Suzhi education as an education philosophy full of Chinese characteristics has been well known in China for generations.Particularly since 1995,culture-oriented quality education as an anchor and starting point of suzhi education implementation in universities,which integrates with general education and liberal education fromWestern concepts,triggered great changes in Chinese universities.This article aims to review the concepts of suzhi education,general education,and their practice in China.Design/Approach/Methods:This study is based on historical developments of suzhi education and general education,research literature,and some typical practice cases.Findings:The analysis finds that suzhi education and general education have consistent goals.Their connotations in China can be understood in three aspects:philosophy,education content,and cultivation mode.They caused three great practices in universities,including general education courses,extracurricular suzhi education activities,and reforms on talent cultivation modes.Originality/Value:This article clarifies the localized understanding of suzhi education and general education in three aspects and outlines the overall reforms around suzhi education and general education in Chinese higher education.

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.

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.