A Study on the Integration of Chinese Culture in High School English Teaching

The inseparable relationship between language and culture indicates that culture teaching is indispensable in English teaching.The ultimate goal of culture teaching in English teaching is to cultivate learners’cross-cultural communication skills.Cross-cultural communication is a two-way process,which requires not only knowledge of English culture but also the use of English as a medium for disseminating Chinese culture to the outside world.However,in actual English teaching,the teaching of Chinese culture is a mere formality,and the teaching effect is not obvious.Therefore,it is necessary to conduct a survey and research on Chinese culture teaching in high school English classrooms to understand its current situation,existing problems,and their causes,so as to provide suggestions for Chinese culture teaching in high school.

A Study on the Learning Progressions of Understanding the Core Concepts of Kinetic Energy in High School

Learning progressions divide the logical system of a subject into ordered and continuously developing levels that are suitable for the cognitive development level of students,which plays an important role in understanding students’learning process.This paper focuses on the theme of“kinetic energy”in high school physics as the research object.Firstly,the concept map was used to represent the relationship between knowledge,and then five core concepts were selected based on the opinions of high school teachers.Secondly,the test tools were compiled and tested based on the relevant test questions.Finally,the paper analyzed the results based on the Rasch model,clarified students’cognitive development level of“kinetic energy”and constructed the learning progressions of“kinetic energy”based on the logical order of subject knowledge.The research provides theoretical and methodological support for the study of other subjects and learning progressions,and provides a valuable reference for high school teachers to effectively carry out the instruction of“kinetic energy.”

A Study on the Application of Task-Driven Teaching Method in High School Mathematics Teaching: Taking “The Determination of Vertical Line and Plane” as an Example

The“Ordinary High School Mathematics Curriculum Standards(2017 Edition,2020 Revision)”clearly stated in“Teaching Suggestions”that“teaching activities based on the core literacy of mathematics should grasp the essence of mathematics,create appropriate teaching situations,put forward appropriate mathematical questions,stimulate students to think and communicate,and form and develop the core literacy of mathematics.”The task-driven teaching model is a new type of teaching method that takes tasks as the main line,teachers as the guide,and students as the main body,which can enable students to engage deeply in classroom discussions and think actively.Based on the characteristics and principles of the task-driven teaching method,this paper designs a high school mathematics classroom teaching based on the task-driven teaching method,hoping to provide a reference for the majority of front-line teachers.

Six-Dimensional Guidance: The Strategies of Thinking Quality Cultivation in Senior High School English Discourse Learning

Taking the discourse learning of the new senior high school English textbook published by the People’s Education Press as an example,combined with the“six-dimensional guidance”deep reading strategy,and through the six-skill training strategies of“memory skill training,understanding skill training,application skill training,analytical skill training,evaluation skill training,creative skill training,”this paper aims to cultivate students’thinking profundity,logic,flexibility,sensitivity,criticality,and originality.It also promotes the real implementation of senior high school English deep reading that points to the cultivation of thinking quality in classroom teaching,and realizes the transformation from“conventional reading”to“deep reading”that reflects the core literacy of the discipline.

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.

Discussion on the Skillful Use of Mind Maps in High School Mathematics Teaching

With the continuous development of China’s education,the social requirements for high school teaching are constantly improving.The teaching of high school mathematics is a key point in the high school curriculum,but also a major difficulty.Due to the strong logic and abstraction of the content of high school mathematics,some students find it very difficult to learn.In order to solve this problem,high school mathematics teachers can make use of mind maps to teach,so that students can exercise their thinking ability,and realize the improvement of comprehensive ability in mathematics.This paper analyzes the shortcomings of high school mathematics classrooms under the background of new curriculum reform and discusses the significance and methods of applying mind maps in high school mathematics classrooms,so as to put forward reasonable suggestions for realizing the efficient teaching of high school mathematics.

A Deep Learning-Based Teaching Design for High School Geography Units:Taking the Example of Landforms of the Humanistic Education Edition

The traditional teaching methods of one-way cultivation of students can no longer meet the requirements of talent cultivation at this stage.The issue of how to promote students from passive acceptance to the independent cognitive understanding stage(i.e.deep learning)has become the focus of geography teaching.Therefore,under the guidance of deep learning theory,this paper takes the“landforms”knowledge unit of the Humanistic Education Edition as an example,improves the classroom teaching means through the unit teaching mode,reconstructs the“landforms”teaching unit,and explores the specific teaching of high school geography unit based on deep learning.This study provides a good example and guidelines for high school geography teaching and learning.

Application of the PAD Class Teaching Model in High School Education

The teaching mode of the Presentation-Assimilation-Discussion(PAD)class is beneficial to adapt to the objective needs of the transformation of modern talent training mode and optimize the ecology of classroom teaching.In the process of high school teaching,we should pay attention to grasp the concept,effectiveness,and goal orientation of the PAD class,follow the basic steps of knowledge teaching,internalization and absorption,mutual learning,discussion,and exchange,and realize the cultivation of core subject literacy in the process of two-way interaction between teaching and learning.

A Study on the Infiltration Methods of British and American Literature in High School English Reading Teaching

Reading is the key content of high school English teaching,which can improve students’mastery of words,grammar,and other knowledge,and can expand their horizons.British and American literature is the essence of British and American culture,and its application in high school English reading teaching can help improve students’English proficiency.This paper outlines the problems of high school English teaching,analyzes the role of British and American literature in high school English reading teaching,and explores the infiltration methods of British and American literature in high school English reading teaching,in order to provide references for teachers.

Research on the Integrated Teaching Design of Junior High School English Units Based on the Key Competencies of English Subjects

The overall teaching design for the junior middle school English unit aims to maximize the use of teaching resources by using the unit as the central theme,integrating it throughout all sections and related activities.This approach continually reinforces students’understanding and retention of individual lesson content while fostering their core literacy and skills.It promotes a comprehensive development of students’listening,speaking,reading,and writing skills,allowing them to engage repeatedly with the language materials until they internalize them as part of their language proficiency.

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.

The Construction of English Teaching Mode in Senior High School Based on OBE Theory

OBE theory focuses on students’learning outcomes and application ability,which is consistent with the requirements of the new curriculum standard.The paper attempts to apply OBE theory to innovate the construction of English classroom teaching mode in senior high schools from aspects of teaching aims,teaching activities,teaching assessments and application activities.Results show that the application of OBE in high schools is beneficial to the development of English teaching and students'learning.

The Application of the Computer Assisted Instruction(CAI) in English Teaching in High Schools

On the basis of the brief introduction to CAI and some its distinctive features,this paper minutely arrives at the principles of the application of CAI in high schools and analyses the implication brought about by its application.This research is to provide a further help for English teachers in high shools,so that the students can effectively improve the level of English language learning.

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.

Relationship between Contraceptive Knowledge,Cognition and Behaviors among Vocational High School Students

Objective To study the relationship between contraceptive knowledge, cognition and behaviors among vocational high school students. Methods A cross-sectional survey was anonymously self-administrated by way of computer to all the 1st graders＇ among three vocational high schools in a district of Shanghai. Four cognition indicators, including perceived benefits, perceived barriers, perceived risks and self eJficacy were applied according to Health Belief Model. Results The percentage of respondents who reported ever sexual practices and contraceptives use at first sex was 7.01% and 56.64% respectively. Condom （58. 70%） and oral contraceptive pills （27.78%） were used by the majority. Main reasons for non-use were ＂shy to buy it＂ （26.53%） and ＂partner don＇t want to use any＂ （18.37%）. Proportion of respondents who ever had sex regarded withdrawal and rhythm as effective were 68.35% and 68.42% respectively. Proportion of respondents having sex knew ＂If a person was infected with STDs, he/she might not have noticeable symptoms＂ were 22.86%. Proportion of respondents who reported non-use of contraceptives at first sex considered that ＂infrequent intercourse could not cause a girl pregnant even she had experienced her menstruation＂ were 40.63%. Proportion of respondents who had ever used condom got full score of knowledge on ＂how to correctly use condom＂ were 23,26%. Perceived risks were poorest among four cognition indicators. High level of contraceptive knowledge was connected with high rate of contraceptives use at first sex, whereas high level contraceptive cognition was connected with high rate of contraceptive use both at first and recent sex. Conclusions It is important to provide youth-friendly services as well as message on contraceptives among vocational school students.

High school sports programs differentially impact participation by sex

Background： Among numerous health benefits, sports participation has been shown to reduce the risk of overweight and obesity in children and adolescents. Schools represent an ideal environment for increasing sports participation, but it is unclear how access and choice influence participation and whether characteristics of the school sports program differentially influence boys＇ and girls＇ participation. The purpose of this study was to evaluate the characteristics of high school athletic programs and determine the extent to which these characteristics influenced boys＇ and girls＇ sports team participation. Methods： Longitudinal telephone surveys were conducted with 1244 New Hampshire and Vermont students. Students self-reported their sports team participation at baseline （elementary school） and follow-up （high school）. High school personnel were surveyed to assess sports oppor- tunities, which were defined for this analysis as the number of sports offered per 100 students （i.e., choice） and the percent of sports offered that did not restrict the number of players （i.e., access）. Results： Approximately 70% of children participated on at least one sports team, including 73% of boys and 66% of girls. We detected sta- tistically significant interactions between sex and two school opportunity variables： 1） the number of sports offered per 100 students （i.e., choice） and 2） the percent of sports offered that did not restrict the number of players （i.e., access）. After controlling for children＇s baseline sports participation and other covariates, boys were more likely to play on at least one sports team per year if their school did not restrict participation in the most popular sports （relative risk, RR = 1.12, p 〈 0.01）; in contrast, girls were more likely to play on at least one sports team per year if their school offered a wider variety of sports （RR = 1.47, p 〈 0.001）. Conclusion： Sports participation has previously been shown to confer a number of health benefits; as such, school sports programs may be an important, effective, and underused target for public health efforts, including obesity prevention programs. Efforts to increase physical activity among youth should consider both access and choice in school athletic programs. Schools may need to use different strategies to increase sports participation in boys and girls.

Methods for Teachers to Eliminate Lexical Obstacles to Reading Comprehension in High School

Reading comprehension is important for both teacher and students in high school.And there is a phenomenon in stu dents when they do the reading comprehension.If word recognition is difficult,students use too much of their time to read and understand the individual words,which interferes with their ability to comprehend what is read and waste too much of their time in the examination.This makes the comprehension difficult for high school students.The paper focuses on the methods for teach ers to eliminate lexical obstacles to reading comprehension in high school.

Reproductive Health Knowledge Level of High School and University Students in Shanghai

Objective To understand the sexual and reproductive health knowledge level of high school and university students in Shanghai. Methods A total of 628 high school students and 709 college students were surveyed with anonymous self-administrated questionnaire in Shanghai. Results The median knowledge scores of students from colleges and high schools were 58 and 39, respectively. Those who had surfed the Internet, had browsed websites on reproductive health, or had communicated sex-related issues with fathers/classmates/friends had more reproductive health knowledge. In addition, the percentage of college students who had surfed the Internet, had browsed websites on reproductive health or had communicated sex-related issues with classmates/friends was higher than that of high school students. Conclusion The knowledge scores of respondents were rather low. Compared with the high school students, the college students had more reproductive health knowledge and sought the knowledge more actively.

Cognitive Approach's Application in the Country High School English Teaching

On the basis of analyzing the present conditions of country high school English teaching, this paper attempts to justify the feasibility of Cognitive Approach’s application to the country high school English teaching and discusses its operation in detail.

Acceptance of Chemo-prophylaxis for Latent Tuberculosis Infection among High School/College Student Contacts of Tuberculosis Patients in Shanghai, China

Student contacts of tuberculosis（TB）cases are susceptible to latent tuberculosis infection（LTBI）,and chemo-prophylaxis can reduce the risk of active TB among them.This study aimed to assess the acceptance of chemo-prophylaxis for LTBI among students, and their concerns regarding TB and its preventive treatment.