A Study on Extracurricular Literary Classics Reading in High School English Based on Core Literacy

Reading teaching is the core content of high school English teaching,and extracurricular literary classics reading is a supplement to in-class reading,which can deepen students’understanding and memorization of English-related knowledge,and cultivate students’core literacy.This paper outlines the problems in high school English reading teaching,analyzes the significance of extracurricular literary classics reading in high school English,and explores the teaching strategies of extracurricular literary classics reading in high school English based on core literacy,with a view to providing valuable reference information for teachers.

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 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.

Effective Strategies for Improving Primary School Students’ English Reading Skills from the Perspective of Core Literacy

Primary education,guided by the cultivation of disciplinary core literacy,places a greater emphasis on students’autonomy and is committed to promoting students’all-round development.English reading is one of the main ways for students to acquire English knowledge.Although it is a fundamental learning point in English teaching,it poses challenges to English teaching in primary schools.This paper makes a detailed analysis of the current state of English reading education for primary school students from the perspective of core literacy,and then proposes effective strategies for improving students’English reading skills.

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.

Teaching Design of the Junior High School English Reading for Deep Learning

English reading holds a pivotal position in junior high school English teaching,constituting an integral component of the entire educational process.Nowadays,it is imperative for English teachers to transcend the conventional,superficial reading instruction models and adopt a deep learning framework to fashion a profound reading classroom for students.This approach allows students to engage in inductive integration,application evaluation,and internalization and transfer,enabling them to delve into seemingly intricate and challenging texts,exploring them from multiple dimensions,including content,structure,and cultural implications.Ultimately,this fosters the development of students'comprehensive reading abilities and English core literacy.This paper,drawing from the perspective of deep learning and incorporating specific case studies,aims to devise a junior high school English reading instruction design that is both academically rigorous and emotionally engaging,with a focus on enhancing students'English core literacy and overall reading proficiency.

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.

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.

Parental Psychological Control and Internet Gaming Disorder Tendency:A Moderated Mediation Model of Core Self-Evaluation and Intentional Self-Regulation

Internet gaming disorder(IGD)among junior high school students is an increasingly prominent mental health concern.It is important to look for influences behind internet gaming disorder tendency(IGDT)in the junior high school student population.The present study aimed to reveal the explanatory mechanisms underlying the association between parental psychological control(PPC)and internet gaming disorder tendency among junior high school students by testing the mediating role of core self-evaluation(CSE)and the moderating role of intentional self-regulation(ISR).Participants in present study were 735 Chinese junior high school students who completed offline self-report questionnaires on parental psychological control,core self-evaluation,intentional self-regulation,and Internet gaming disorder tendency.Analyses were conducted via mediation and moderated mediation.The results showed that:(1)Parental psychological control was positively related to junior high school students’Internet gaming disorder tendency.Core self-evaluation,and intentional self-regulation were negatively related to junior high school students’Internet gaming disorder tendency,respectively.(2)Core self-evaluation partially mediated the relationship between parental psychological control and junior high school students’Internet gaming disorder tendency.(3)Intentional self-regulation moderated the association between parental psychological control and Internet gaming disorder tendency,as well as the relationships between parental psychological control and core self-evaluation and core self-evaluation and Internet gaming disorder tendency in the mediated model.Based on these findings,we believe that there is a need to weaken parental psychological control,strengthen junior high school students’core self-evaluation and intentional self-regulation,and to recognize the important role of parents as well as their children’s personal positive traits in the healthy development of junior high school students.

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.

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.

“胡焕庸线”两侧高中生健康素养与静坐时长态势特征调查研究

背景目前“胡焕庸线”的学术价值已经延伸至其他相关学科,考虑到我国人口众多且分布差异较为明显的特点,本研究借鉴人口地理学的研究成果,旨在探索按照“胡焕庸线”的人口密度分布界定标准,深入研究了“胡焕庸线”两侧城乡高中生的健康素养和静坐时长的态势特征。目的调查分析“胡焕庸线”两侧东南半壁与西北半壁的城乡高中生健康素养与静坐时长的现状态势特征,为改善我国高中生的身心健康水平提供依据。方法采用分层整群随机抽样方法,于2019年1—3月对我国31个省(直辖市、自治区)在内的62所学校高一、高二学生进行健康素养与静坐时长的调研(统一提前邮寄配发健康素养调查问卷与静坐时间调查问卷各12400份)。采用多元线性回归模型分析方差膨胀系数,校正混杂因素后分析“胡焕庸线”两侧东南半壁与西北半壁高中生静坐时长的影响因素。结果最后纳入健康素养调查问卷9057份,其中东南半壁7489份(82.7%),西北半壁1568份(17.3%);纳入静坐时间调查问卷8031份,其中东南半壁6614份(82.4%),西北半壁1417份(17.6%)。东南半壁高中生健康素养评分、静坐时长均高于西北半壁(Z=-4.009、-9.198,P<0.001)。东南半壁年龄为17、18岁,女性,城乡,父亲学历为大专以下、大专,母亲学历为大专、本科,家庭年收入为1~万、5~万、8~万、>10万元,家庭人口数为1、3、7、9、≥10人的高中生健康素养评分均高于西北半壁(P<0.05);东南半壁年龄为15、16、18岁,男女,城乡,父亲学历为大专以下、大专,母亲学历为大专以下,家庭年收入为<1万、2.5~万、5~万、8~万、>10万元,家庭人口数为3、4、5、6人的高中生静坐时长均长于西北半壁(P<0.05)。多元线性回归模型分析结果显示,校正混杂因素后,东南半壁高中生静坐时长与家庭年收入(β=0.324)和母亲学历(β=0.644)均呈正相关,但与健康素养评分(β=-0.015)和父亲学历(β=-0.212)均呈负相关(P<0.05);标准化回归系数β比较,家庭年收入(0.164)>母亲学历(0.131)>父亲学历(-0.056)>健康素养评分(-0.050)。西北半壁高中生静坐时长与健康素养评分(β=0.017)、父亲学历(β=0.789)、母亲学历(β=0.540)均呈正相关(P<0.05);标准化回归系数β比较,父亲学历(0.163)>母亲学历(0.111)>健康素养评分(0.056)。结论东南半壁高中生健康素养评分、静坐时长均高于西北半壁。东南半壁高中生静坐时长与家庭年收入和母亲学历呈正相关,但与健康素养评分和父亲学历呈负相关;西北半壁高中生静坐时长与健康素养评分父母亲学历均呈正相关。家庭年收入对东南半壁高中生静坐时长影响的权重最高,父亲学历对西北半壁高中生静坐时长影响的权重最高。

我国城乡高中一、二年级学生体质健康测试状况的调查研究

背景目前有关高中生体质健康测试成绩的研究以各省、市内局部地区较为多见,多中心大样本量的全域研究甚少。各类学校在普遍开展线上与线下混合式教学时,势必延长了高中生本已较长的静坐时间。这种趋势是否对高中生的体质健康产生一定的影响,亟待开展全域范围的调查研究。目的调查并分析我国七大地区城乡高中一、二年级学生的体质健康测试成绩水平及相关影响因素,探索出高中一、二年级学生的体质健康水平均衡提升的赋能路径。方法采用分层随机整群抽样方法,于2019年1—3月在我国31个省(直辖市、自治区)七大地区(华东、华南、华北、华中、西北、西南、东北)高中学校按照市区县与乡镇村进行分层抽样,然后随机整群分别选取市区县高中学校和乡镇村高中学校各1所,共62所学校42523名在读的高一、高二年级学生进行调研,同时收集学生的体质健康测试成绩数据(BMI反映身体发育水平,肺活量反映身体功能,坐位体前屈反映躯体柔韧度,引体向上、50 m跑、立定跳远反映上下肢爆发力量水平,1 min仰卧起坐反映躯体核心力量水平,800 m跑、1000 m跑反映心肺耐力水平),并运用非参数检验及多元线性回归分析探讨体质健康测试成绩水平的影响因素。结果42523名高中生的中位年龄为16.0(16.0,17.0)岁;男生20074名(47.2%)、女生22449名(52.8%),市县区21725名(51.1%)、镇乡村20798名(48.9%)。七大地区高中生性别、城乡分布比较,差异有统计学意义(P<0.05)。七大地区高中男生各项体质健康测试成绩比较,差异均有统计学意义(P<0.05);各项体质健康测试成绩前三的地区如下:身高(华北>东北>华中)、体质量(东北>华北>华中)、BMI(华中>东北>华北)、肺活量(东北>华中>华南)、50 m跑(华南>华中>华东)、立定跳远(华南>华北>西北)、坐位体前屈(华南>西南>华中)、引体向上(华南>西南>西北)、1000 m跑(华南>华中>西南)。市县区高中男生的肺活量成绩高于镇乡村,50 m跑、立定跳远、坐位体前屈、引体向上、1000 m跑成绩低于镇乡村(P<0.001)。七大地区高中女生各项体质健康测试成绩比较,差异均有统计学意义(P<0.05);各项体质健康测试成绩前三的地区如下:身高(华北>东北>西北)、体质量(东北>华北>西北)、BMI(东北>华北>西北)、肺活量(东北>华南>华中)、50 m跑(华南>华中>华东)、立定跳远(华南>华北>华中)、坐位体前屈(东北>华中>华南)、1 min仰卧起坐(华北>华中>华东=西南)、800 m跑(东北>华中>华南)。市县区高中女生的身高、体质量、BMI成绩高于镇乡村,肺活量、50 m跑、立定跳远、坐位体前屈、1 min仰卧起坐、800 m跑成绩低于镇乡村(P<0.001)。多元线性回归分析结果显示,男生引体向上成绩与BMI、1000 m跑成绩呈负相关,与50 m跑、立定跳远、坐位体前屈成绩呈正相关(P<0.05),坐位体前屈为最主要的影响因素,1000 m跑次之;1000 m跑成绩与BMI、肺活量、引体向上成绩呈负相关,与50 m跑、立定跳远、坐位体前屈成绩呈正相关(P<0.05),引体向上为最主要的影响因素,坐位体前屈次之。女生1 min仰卧起坐成绩与BMI、肺活量、立定跳远、800 m跑成绩呈正相关,与50 m跑、坐位体前屈成绩呈负相关(P<0.05),BMI为最主要的影响因素,坐位体前屈次之;800 m跑成绩与BMI、50 m跑、坐位体前屈成绩呈负相关,与立定跳远、1 min仰卧起坐成绩呈正相关(P<0.05),坐位体前屈为最主要的影响因素,BMI次之。结论我国市县区高中一、二年级男生的身体发育水平与镇乡村相当,但市县区高中一、二年级女生的身体发育水平高于镇乡村女生。市县区高中一、二年级学生的上下肢爆发力量、躯体核心力量、心肺耐力水平均显著低于镇乡村。除身体发育水平以外,华南地区的高中一、二年级男生的体质健康各项测试成绩水平的优势十分明显。

从实施角度探讨初中生物学跨学科实践活动的设计

对“生物学与社会·跨学科实践”的认识,不应仅关注课标的“内容要求”,而要从课程性质、理念等诸多方面甚至课程方案等整体来思考。本文提出了三类跨学科实践活动的实施建议:第一,要立足于生物学学科,与概念学习有机融合;第二,既要跨自然学科,还要跨人文学科;第三,要与主题教育有机融合,并突出社会参与。

学校体育环境对初中生体育核心素养的影响——基于分位数回归的考察

为探究学校体育环境对初中生体育核心素养的影响效应,运用文献资料、问卷调查、最小二乘法回归和分位数回归进行数据收集和分析,研究发现:学校体育环境对初中生体育核心素养存在显著性正向影响;不同分位点处,学校体育环境对初中生体育核心素养均有显著性促进效应,且整体来看,随着分位点的提高,影响效应逐渐减弱;学校体育环境对初中女生的体育核心素养影响效应相对均衡,而对男生群体的影响存在两极分化的特征。各年级初中生受学校体育环境的影响效应随着分位点的升高而降低。提出如下建议:加强学校体育环境建设,充分发挥学校体育环境对体育核心素养的促进效应;注重学校体育环境影响效应的差异性,引导初中生体育核心素养的发展;根据不同群体的特点,有针对性的制定体育核心素养发展策略。合理变换多种形式,消解学校体育环境影响的“超限效应”。