On Cultivating Students' Ability of Listening Comprehension in Senior High School in the Northwest of Guangxi

Nowadays, the role of listening course is changed and listening teaching begins to gain high priority in foreign language learning and teaching. However, the English level of students in China is still poor, especially in the northwest of Guangxi. One of the reasons is that teachers in senior high schools have a tendency to ignore listening, because they think that listening is time-consumed. They have to finish the teaching scheme punctually, though listening is the basic and important skill among the other three skills, listening teaching gains no large progress.

The Correlation between Explicit Grammatical Knowledge,Implicit Grammatical Knowledge and Reading Comprehension Ability of Senior High School Students

The role of grammar in language teaching has always been the question that researchers debate.In recent years,grammar knowledge has been distinguished in the foreign language acquisition research,namely the implicit knowledge and the explicit knowledge(Dai Manchun 2005;Gu Qiyi 2005).As to the reaserch of implicit and explicit grammar knowledge as well as their measurement,it is easy to find that many scholars have studied the role of two different kinds of grammar knowledge in second language development.But the research on the role of implicit and explicit grammar knowledge in second language reading comprehension is too few,not to mention the research on the role of implicit and explicit grammar knowledge in English reading comprehension in the senior high school.The purpose of this study is to find the relationship between implicit and explicit grammatical knowledge and English reading comprehension ability of senior high school students.In addition,since the vocabulary is important to reading comprehension,this factor will also be considered in the study.

A Survey of the Correlation between Language Anxiety and Senior High School Student's Oral English Performance

Language anxiety is a kind of apprehension occurs when student need to perform oral English.Many researchers agree that language anxiety is an important factor in English learning.This thesis is going to test 80 students from Bordertown high school,Hunan Province,to uncover the English learning situation of senior high school students,to survey the correlation between language anxiety and oral English performance,and to give inspiration for senior middle school English teaching.

Exploring Senior High School Students’ English Academic Resilience in the Chinese Context

While academic resilience has been a hot topic in positive psychology,there is still scope for researchers to explore it in the field of applied linguistics.Drawing on the framework of L2(second language) learners’ resilience proposed by T.Y.Kim and Y.K.Kim(2017),the current study aims to examine senior high school students’ English academic resilience(EAR) and its relationship to their English achievement(EA).This study comprises a survey of 454 senior high school students.Follow-up interviews were carried out to triangulate the quantitative findings.The descriptive results demonstrate that students’ EAR is above the average,and its five subscales obtain medium to medium-higher levels due to the mean scores.It shows that students have good EAR that enables them to deal with academic adversity.The correlational analysis shows a low positive correlation between EAR and EA in general,and the subscales share medium to low correlations with students’ EA.EAR has a certain influence on EA,but the correlation may be influenced by other learner variables.Based on the results,suggestions on improving students’ EAR are provided.

A Literature Review regarding Cervical Cancer Prevention Targeting Junior and Senior High School Students

Objective: To understand the state of education for the prevention of cervical cancer and trends in research. The subject of cervical cancer prevention will be examined. Method: Articles from the ICHUSHI Web version 5, CiNii, and PubMed databases for the period from 2009-2019 were used. Search terms used were cervical cancer, HPV/human papillomavirus, prevention, public awareness, and education. Results: 17 articles (9 Japanese and 8 English) were analyzed. The majority of students had heard of cervical cancer but did not know of the link between it and HPV. Vaccinated individuals were significantly more likely to have deeper knowledge regarding cervical cancer and HPV. Various factors affect the vaccination rate. These include knowledge of HPV and cervical cancer, age, ethnicity, the organization or location which administers the vaccine, how to breach the subject, finances, and the opinions of friends and family. In particular, consultations with parents lead to mothers recognizing the importance of the vaccine. By way of educational intervention, opinions have grown more positive about advancing awareness, being vaccinated, and having cervical cancer screenings for the future. Conclusion: The prevention of cervical cancer requires support and fostering the judgement based on sufficient awareness and adequate education. What we need is educational intervention rooted firmly in the current societal climate aimed not only at students, but at their parents as well.

Cultivation of Intercultural Communicative Competence of Senior High School Students

With the trend of globalization in education and the strengthened position of English as a foreign language in China,the need to understand the cultural differences between Chinese and Western culture is becoming increasingly urgent,especially for the students in senior high schools in China.This paper is aimed to arouse the awareness of the urgency to improve the intercultural communication competence of the students in senior high school in China.It proposes four feasible and conducive suggestions for senior high schools in China to set up curriculum about Western culture to meet the needs of their students.

An Analysis on English Listening and Speaking Difficulties and Influential Factors for Senior High School Students

Nowadays English is more regarded as a"practical tool of communication"than the"knowledge to be tested".In this way,the ability of English listening and speaking will be more and more valued.But many people claim that Chinese students are learning"mute's English",which means that the average level of English listening and speaking abilities of Chinese students is still a bit low.So it is necessary to study the difficulties of high school students'listening and speaking in English and the influen-tial factors of it.This study is on the base of a research about the difficulties in English listening and speaking in a class of a key se-nior high school in Beijing.And there is a further study about the factors about the difficulties and the influential factors.This study aims to make students'needs for English in new situation be seen and to give a direction to English education.Through the study,findings can be drawn.For the difficulties for senior high school students in improving their abilities of English listening and speaking,the main difficulties are vocabulary,grammar,pronunciation,fears and culture.For the factors influencing their ability of English listening and speaking,the main factors are individual interest and effort and language environment.

Study on the stress level and coping channels of Chinese urban and rural senior high school students learning on-campus after their return to school during the post-COVID-19 pandemic period

Objective:The study aims to understand the level of perceived stress and related influencing factors among the urban and rural senior high school students in China and their channels of coping with the stress,when they shifted from home-based online learning to on-campus learning after their return to school during the post-Coronavirus disease 2019(COVID-19)pandemic period.Methods:From January to March 2021,the Chinese Perceived Stress Scale(SSCPs-14)and a self-designed questionnaire were used for the online survey among the senior high school students from six secondary schools(three from cities and three from counties)in three provinces of China(Shandong,Shanghai and Sichuan)who were selected by convenient sampling.Descriptive analysis,t-test,χ^(2)test and multivariate logistic regression were used to analyze the data.Results:A total of 1,462 respondents were enrolled in the study,of which 41.66%were urban students and 58.34%were rural ones.Their overall average score of CPSS-14 was 21.69±7.65.The respondents reported the following influencing factors of perceived stress,including"Change of their learning and sleep schedule(OR=1.426,95%CI:1.056~1.927,P=0.021),"Communication with their family members(OR=2.820,95%CI:1.971~4.034,P<0.001)and"The family’s financial status"(OR=1.675,95%CI:1.181~2.376,P=0.004).Their coping strategies when facing with the stress were ranked from high to low frequency as follows:"Talk to friends(34.63%)","Talk to parents(26.88%)","Seek help from teachers(14.53%)","Deal with it on my own(13.21%)","Seek help from a psychological counsellor(7.95%),"Others(1.42%)"and"Ignore the problem(1.39%)".Rural students with three and more than three coping channels(44%)were more than urban students(36%),with a statistically significant difference between the two(χ^(2)=10.878,P=0.012).A higher proportion of respondents(49.4%)with fewer coping channels reported high level of perceived stress,compared with those with multiple coping channels(33.4%).The difference between the two groups was statistically significant(χ^(2)=55.956,P<0.001).Conclusion:Senior high school students were faced with the stress brought about by the shift from the on-line learning to on-campus learning after their return to school during the post-COVID-19 pandemic period.The change of their learning and sleeping schedule,communication with family and their family’s financial status were the main influencing factors of senior high school students'stress after their return to school.Senior high school students with more coping channels had lower level of stress.Therefore,it is suggested that stress relief measures should be taken to promote the mental health of senior high school students in the post-COVID-19 pandemic period.

A Study of Students’Vocabulary Learning Strategies in Senior High School English Teaching

As one of the three main elements of language English,vocabulary is the basis of English learning and plays an important role in English learning.How to improve students’vocabulary learning efficiency and help students apply vocabulary flexibly has gradually become a research focus in English teaching.This paper focuses on the current situation of students’vocabulary learning and attempts to put forward more scientific,reasonable and effective vocabulary teaching suggestions.

A Study of Senior High School Students’Use of English Articles

Articles are very frequently used in written and oral English expressions.However,many English learners neglect the study of articles.This paper attempts to analyze the causes of errors in the use of English articles by investigating senior high school students’mastery of English articles,and analyze the reasons to help students better grasp the usage of articles.

Study about the Acquisition of the English Relative Clauses for Chinese Middle School Students

In recent four decades, relative clause has interested many scholars due to its unique structural complexity. This articletook Chinese senior high school students as subjects and found their acquisition order of relative clauses fully coincided with Ku-no’s Perceptual Difficulty Hypothesis but partly agreed with Keenan&Comire’s Noun Phrase Accessibility Hypothesis and Hamil-ton’s SO Hierarchal Hypothesis, which can provide implications and references for the English relative clauses’ learning andteaching.

The Application of Life-based Teaching Concept in High School Chinese Teaching

This article mainly discusses the application of the concept of life-based teaching in Chinese teaching in senior high schools,so as to improve students’interest in learning and Chinese literacy.Using the method of combining theoretical analysis and case study,this paper conducts in-depth research on the application of life-based teaching concept in Chinese teaching in high school.This paper analyzes the current situation of the development of life-based teaching concept and its specific application in Chinese teaching in senior high schools,and conducts case studies analysis.The concept of life-based teaching has important application value in Chinese teaching in senior high schools.It can help teachers to better link the teaching content with students’real life,and improve students’learning interest and Chinese literacy.

Students' and Teachers' Perspectives towards the Use of L1(Mandarin) in EFL Classroom

In the context of China, the maximum use of English is promoted at governmental administrative levels to create effective learning policies(Van & Zhao, 2010) However, during the actual teaching process, the rules are frequently broken by teachers. Hence in order to gain a better understanding of the issue in Chinese senior high school context, the present research seeks to examine teachers' and students' attitudes and beliefs with respect to their perceived functions and effects in incorporating L1 in classrooms. In accordance with previous literature, The research indicated positive role of L1, especially in enhancing students' understanding of difficult concepts and creating comfortable learning environment. In addition, it is notable that, in difference from other studies, the National College Entrance Examination has exercised considerable influence on the perceptions of participants.

Evaluation of Technical Education by Using a Modern Structured MOODLE Laboratory Course, in Relation to Recent Data

E-learning platforms support education systems worldwide, transferring theoretical knowledge as well as soft skills. In the present study high-school pupils’, and adult students’ opinions were evaluated through a modern structured MOODLE interactive course, designed for the needs of the laboratory course “Automotive Systems”. The study concerns Greek secondary vocational education pupils aged 18 and vocational training adult students aged 20 to 50 years. The multistage, equal size simple random cluster sample was used as a sampling method. Pupils and adult students of each cluster completed structured 10-question questionnaires both before and after attending the course. A total of 120 questionnaires were collected. In general, our findings disclosed that the majority of pupils and adult students had significantly improved their knowledge and skills from using MOODLE. They reported strengthening conventional teaching, using the new MOODLE technology. The satisfaction indices improved quite, with the differences in their mean values being statistically significant.

Aitken拖延问卷在中学生中的信效度

目的:以中国中学生为被试修订Aitken拖延问卷(Aitken Procrastination Inventory,API),以提供一个用于评价中学生学业拖延行为的工具。方法:采用方便取样,从哈尔滨两所高中和一所初中分两次(相隔4个月)抽取2个样本。样本1(n=260)用于进行项目分析及探索性因素分析;样本2(n=452)用于进行验证性因素分析及考察同质性信度和建构信度。以青少年学业情绪问卷及多维度-多归因因果量表(Multidimensional-Multiattributional Causality Scale,MMCS)为效标,检验效标效度。结果:(1)API共13道题,由任务厌恶与失败恐惧2个维度构成,共同解释率为47.62%,各项目载荷均在0.3以上。(2)结构方程模型各拟合指数良好(χ2/df=1.35,RMR=0.06,GFI=0.95)。整个问卷的内部一致性系数为0.80,2个因素的内部一致性系数分别为0.78和0.66。(3)API总分及2个因素分与外在归因、消极低唤醒得分呈正相关,而与内在归因、积极低唤醒得分呈负相关。结论:Aitken拖延问卷在中学生群体中具有良好的信效度,可以用于中学生学业拖延行为的评估。

应用三轴加速度计(GT3X^+)监测广州高中生日常体力活动的研究

目的:了解学生日常体力活动现状,探讨影响学生日常体力活动的因素。方法:应用ActiGraPh GT3X-Plus三轴加速度计对18名男性健康高中生进行为期一周的日常体力活动监测。结果:学生有四成以上时间以静态活动状态为主,平时日和周末日坐的时间>躺的时间>站的时间(P<0.001),而休息日则躺的时间>坐的时间>站的时间(P<0.001)。学生从事中等强度及其以上活动时间仅占全天总时间的10%左右,平时日和周末日静态活动强度时间>中等强度时间>轻体力活动时间>大强度时间>剧烈活动时间,休息日为静态活动强度时间>轻体力活动时间>中等强度时间>大强度时间>剧烈活动时间,经检验不同强度时间之间均有非常显著性差异,P<0.001。休息日能量消耗(339.3±145.7kcal)明显低于平时日(515.3±166.0kcal)和周末日能量消耗(510.9±164.6kcal),P<0.01具有非常显著性差异。双因素方差分析显示,活动日对学生躺时间(P<0.001)、静态活动时间(P<0.01)、中等强度活动时间(P<0.01)和全天能量消耗(P<0.01)有显著性影响;年级仅对静态活动时间(P<0.05)、轻体力活动时间(P<0.05)和剧烈活动时间(P<0.05)有影响;年级*活动日期双重因素对静态活动时间(P<0.05)有显著影响。结论:高中男生主要以静态生活方式为主,且体力活动不足。上学日和非上学日对学生的日常体力活动影响显著。在今后对于学生日常体力活动的研究中不必过多地考虑年级因素的影响,但有必要按活动日的不同进行具体分析。

Python课程中数字化游戏教学培养高中生计算思维的实证研究

如何培养学生的计算思维是学术界和一线教师面对的重要课题。目前利用编程教学培养计算思维已经取得共识,数字化游戏教学培养计算思维解决了单纯的编程教学枯燥乏味、难以激发学生兴趣的难题。文章依据DGBL理论,在分析计算思维、Python、数字化游戏三者关系的基础上,提出了Python课程中数字化游戏教学培养高中生计算思维的教学模型,并以“打飞机”游戏为例进行了数字化游戏教学案例分析。研究采用实验组和对照组的前后测实验,通过四个月的跟踪观察,辅以游戏作品分析、学业成绩分析和访谈来考察Python课程中数字化游戏教学对学生计算思维的影响。研究表明:Python课程数字化游戏教学能非常显著地改善高中生的计算思维态度,显著地提升高中生的计算思维技能,但对高中生考试成绩的影响并不显著。基于研究结果,建议Python课程中数字化游戏教学要以厘清计算思维、Python、数字化游戏之间的关系为前提,数字化游戏教学案例要充分体现上述三者的关系,并以循序渐进原则作为教学保障。

人工智能教学如何培养高中生的计算思维?——基于人工智能案例驱动的Python编程教学的实证研究

目前利用编程教学培养计算思维已经取得共识,人工智能案例驱动的编程教学解决了单纯的编程教学枯燥乏味、难以激发学生兴趣的难题。依据人工智能案例驱动的编程教学理念,在分析计算思维、Python、人工智能案例三者关系的基础上,提出了人工智能案例驱动的Python编程教学培养高中生计算思维的教学模型。以"有声小说"为人工智能案例驱动的Python编程教学案例,进行了具体的教学设计。研究采用准实验研究法,通过三个月的跟踪观察,辅以作品分析、学习成绩分析和访谈来考察人工智能案例驱动的Python编程教学对学生计算思维的影响。研究表明,人工智能案例驱动的Python编程教学对高中生计算思维的培养具有显著的促进作用。基于研究结果,提出了以下六条实施建议:要厘清教学内容、教学方式及教学目标之间的关系;关注所教知识背后的思维、方法与观念;引导学生对核心概念的理解与迁移;精讲知识并注重能力的培养;关注个体差异并循序渐进;重视情境对于学习的重要性。

教师TPACK能力背景下的高中生信息技术核心素养培养策略

在“互联网+教育”时代大背景下,基础教育阶段的信息技术教师已具备基本的TPACK能力,如何借助这种能力助力学生信息技术核心素养的形成,是基础教育研究的趋势之一。简要概述TPACK框架,阐明影响中学生信息技术核心素养形成的因素,紧密结合高中信息技术课程内容,从教学实践经验角度出发,提出教师在高中阶段信息技术课程教学中深度应用TPACK各层级能力,助力学生核心素养形成的策略。

伴自杀意念的高中生失眠与非自杀性自伤行为的关系:焦虑情绪的作用路径

背景自杀意念是非自杀性自伤(NSSI)行为的敏感预测指标,NSSI行为深刻影响着高中生心身健康。现有研究对一般人群的失眠、焦虑以及NSSI行为的关系进行了探索,但关于伴自杀意念的高中生NSSI行为的内部作用机制有待进一步研究。目的探讨伴自杀意念的高中生的焦虑情绪在失眠与NSSI行为之间的作用路径,为高中生NSSI行为的干预提供参考。方法于2021年12月10日—15日,采用整群抽样,选取湖北省三所高中的2572名高中生为研究对象。采用失眠严重程度指数量表(ISI)、广泛性焦虑障碍量表(GAD-7)以及青少年自我伤害问卷进行调查。采用Spearman相关分析考查伴自杀意念的高中生各量表评分的相关性。采用SPSS 20.0插件Process 4.2中的模型4检验焦虑情绪在失眠与NSSI行为之间的作用路径。结果共回收有效问卷2421份(94.13%)。检出存在自杀意念者554人(22.88%),存在NSSI行为者408人(16.85%)。伴自杀意念的高中生ISI评分、GAD-7评分和青少年自我伤害问卷评分均高于无自杀意念的高中生(Z=17.124、20.611、21.314,P均<0.01)。相关分析结果显示,伴自杀意念的高中生ISI评分与GAD-7评分和青少年自我伤害问卷评分均呈正相关(r=0.646、0.354,P均<0.01),GAD-7评分与青少年自我伤害问卷评分呈正相关(r=0.375,P<0.01)。伴自杀意念的高中生的焦虑情绪是失眠与NSSI行为之间的作用路径,间接效应值为0.111(95%CI:0.053~0.185),占总效应的53.88%。结论伴自杀意念的高中生的失眠情况既能直接影响NSSI行为,又能通过焦虑情绪间接影响其NSSI行为。