Exploring the Path of Implementing the Home-School Co-education Model from the Perspective of Moral Education Field

As a social psychological field derived from the concept of physical field,the moral education field plays a very important role in guiding the construction of a home-school co-education model.In this paper,by analyzing the internal power system of the moral education field,with a policy oriented approach and combined with contemporary factors,it aims to empower the traditional home-school co-education model.Only by combining home education and school education,supplemented by social policy guidance,strengthening the construction of the"trinity"community,creating a harmonious and stable ecological interactive moral education field,expanding the path of home-school cooperation,strengthening the boundary of home and school responsibility,and innovating the form of home-school co-education,can it support the bright future of education.

基础教育数字化转型的国际动态研究——以日本GIGA School构想为例

教育数字化转型已成为国际热议话题,国际上各国成效显著的基础教育数字化转型政策与行动对解决我国基础教育数字化转型中的问题有借鉴意义。近年来日本通过GIGA School构想的实践正逐步实现一人一台电子终端的基础教育数字化转型。因此,尝试从日本的相关政策中解析其转型目的以及落实措施,并提出细化教育数字化转型目标、明确教育数字化转型标准、搭建转型建设体系、构建多方面政策联动系统的实践启示。

Adolescent suicide risk factors and the integration of socialemotional skills in school-based prevention programs

Adolescents are considered one of the most vulnerable groups affected by suicide.Rapid changes in adolescents’physical and mental states,as well as in their lives,significantly and undeniably increase the risk of suicide.Psychological,social,family,individual,and environmental factors are important risk factors for suicidal behavior among teenagers and may contribute to suicide risk through various direct,indirect,or combined pathways.Social-emotional learning is considered a powerful intervention measure for addressing the crisis of adolescent suicide.When deliberately cultivated,fostered,and enhanced,selfawareness,self-management,social awareness,interpersonal skills,and responsible decision-making,as the five core competencies of social-emotional learning,can be used to effectively target various risk factors for adolescent suicide and provide necessary mental and interpersonal support.Among numerous suicide intervention methods,school-based interventions based on social-emotional competence have shown great potential in preventing and addressing suicide risk factors in adolescents.The characteristics of school-based interventions based on social-emotional competence,including their appropriateness,necessity,cost-effectiveness,comprehensiveness,and effectiveness,make these interventions an important means of addressing the crisis of adolescent suicide.To further determine the potential of school-based interventions based on social-emotional competence and better address the issue of adolescent suicide,additional financial support should be provided,the combination of socialemotional learning and other suicide prevention programs within schools should be fully leveraged,and cooperation between schools and families,society,and other environments should be maximized.These efforts should be considered future research directions.

A Survey of Digital Content Required for STD Prevention Education Taught by School Nurses

Purpose: In recent years, there has been concern in Japan about the increase in STDs among adolescents aged 15 - 19. In order to prevent STDs and guide adolescents toward desirable sexual behavior, this study’s goal was to examine the actual state of STD prevention education taught by school nurses as part of the school curriculum, as well as the kinds of digital content they wish to have for teaching on the subject. Method: An anonymous, self-administered questionnaire was distributed by email and leaflet. Targeting the 100 valid responses received from the surveyed school nurses, descriptive statistics were made for each survey item and comparisons were made between the early- and mid-career groups based on years of experience. Results: 70.0% of respondents reported teaching about STDs in Health & Physical Education classes. School nurses in the early-career group used ready-made materials, while the mid-career group used both ready-made and self-made materials. 95% of respondents reported that they had little or no knowledge of STDs, while 84% reported that they were “good” or “fairly good” at teaching classes on sexuality. Both groups reported difficulty with the topics of “phimosis” and “nocturnal emissions” in the physiological category, “sexual behavior” in the “sex-adjacent” category, and “sexual and reproductive issues” in the psychosocial category. Respondents expressed a need for digital content covering the topics of “sexual violence”, “sexual abuse”, “sexually transmitted diseases”, and “how to turn down sex”. The mid-career group desired digital content for more items than the early-career group, with significant differences in the pathogens involved in sexually transmitted diseases and sex-adjacent items. 32.0% of respondents answered that they had done self-study for sex education classes in the past three years, and both groups desired self-study on “sexually transmitted diseases”, with the mid-career group significantly higher than the early-career group on “cervical cancer & HPV”, “emergency contraceptives”, and “media literacy”. Conclusion: Health & Physical Education is the main subject that covers STDs, and pre-existing materials are commonly used. It is expected that this is due to nurses’ busy schedules and the fact that only one school nurse is assigned to each school. The data collected suggested that nurse teachers want categorized digital content that can be used in the classes they are responsible for, rather than educational content on topics they are not comfortable with. In addition, given the changing environment surrounding sex, it was clear that they wish to understand the realities and needs of the high school students they teach, and desire self-study opportunities to improve their teaching methods.

Impact of School Canteens on School Retention and Academic Performance in the Atlantic Department (Benin)

In Benin, obstacles to universal access to primary education persist. In rural areas, enrolment and attendance rates remain low due to several factors. Families living in poverty may not be able to afford to send their children to school;although the government has eliminated primary school fees, parents still have to buy school uniforms and supplies. There is also an opportunity cost associated with sending girls to school, rather than keeping them at home where they can help their mothers with household chores and look after their younger siblings (School canteens in Benin to improve student enrolment and retention in partnership with parents’ associations, 2008). Prior to 2016, the school feeding system was in its infancy, with canteens operated for only three months of the year. However, thanks to determined government reforms, the school canteen system has undergone a profound transformation. The implementation of a USD 79 million has not only not only increased coverage from coverage from 30% to 75% today, but also set the ambitious target ambitious goal of achieving 100% coverage by the end of 2023 [1]. The aim of this study is to assess the impact of canteens on school retention and children’s academic performance. We conducted a descriptive and analytical diagnostic survey using a questionnaire designed for parents of schoolchildren. Canteens increase and maintain the number of children in our schools, especially when the providers start their activities, in this case those traveling long distances. Almost all the parents surveyed believe that the school canteen has had an impact on their children’s motivation to attend school and class, and consequently on their performance. For example, for all parents surveyed, the school canteen has reduced the risk of children dropping out of school, especially girls (97%), although the difference with boys (95%) remains small and is not statistically significant. What’s more, since the advent of the PNASI, in the Atlantic department, the CEP pass rate in schools with canteens far exceeds that of schools without canteens. This shows that canteens play a major and positive role in the retention and success of the schoolchildren who benefit from them.

Are school uniforms associated with gender inequalities in physical activity? A pooled analysis of population-level data from 135 countries/regions

Purpose:It is aimed to assess whether school uniforms are associated with population-level gender inequalities in physical activity,and whether associations differ by school level,country/region income,and assessment method.Methods:An ecological study design was employed.We collected data about global uniform practices using an online survey.We searched for country/region-level estimates of school-aged youth meeting physical activity guidelines from international surveillance studies.Study selection was conducted in duplicate using a systematic process,and a random sample of all data was checked to ensure extraction and pooling processes were accurate.We calculated absolute and relative gender inequalities in physical activity for each country.Linear regression examined associations between country/region-level uniform practices(binary yes/no exposure variable) and country/region-level gender inequalities in physical activity guideline compliance(absolute and relative inequalities).We investigated moderation by school level,stratified analyses by income group,and repeated primary analyses using device-measured data.Results:Pooling data from 135 countries/regions(n=1,089,852),we found no association between population-level uniform practices and gender inequalities in physical activity across all ages(absolute:β=-0.2;95% confidence interval(95%CI):-1.7 to 1.3,p=0.74;relative:β=0.1;95%CI:-0.1 to 0.2,p=0.51).Subgroup analysis suggested a positive association in primary school settings(absolute:β=4.3;95%CI:-0.0 to 8.6,p=0.05).Among high-income countries,absolute inequalities were significantly greater in countries/regions with uniform practices(N=37) compared to those without(N=48)(9.1(SD=3.6) vs.7.8 percentage points(SD=4.3)).Repeating analyses using device-measured data(n=32,130;N=24) did not alter our primary finding.From initial descriptive statistics,we found that in countries/regions where a maj ority of schools(>50%) reportedly use uniforms,there was lower compliance with physical activity guidelines among all genders(median:16.0%,interquartile range:13.2%-19.9%,N=103) compared to generally non-uniform countries/regions(median:19.5%,interquartile range:16.4%-23.5 %,N=32)(z=3.04,p=0.002).(N=countries,regions and studies repre sented;n=sample size or participants included).Conclusion:School uniforms are associated with greater gender inequalities in physical activity in primary school settings and in high-income countries.Our population-level findings warrant testing using individual-level data across contexts.

Characterization of Wastewater in School Environments for an Ecological Treatment Solution: A Case Study of Ndiebene Gandiol 1 School

The study conducted at Ndiebene Gandiol 1 school in Senegal has unveiled serious environmental and public health challenges. The wastewater analysis revealed high levels of Biochemical Oxygen Demand (BOD5), Chemical Oxygen Demand (COD), and fecal coliforms, signaling potential risks to the well-being of students and staff. This situation mirrors a wider issue in rural educational settings, where inadequate sanitation persists. Intensive wastewater treatment options are known for their effectiveness against high pollutant loads but are resource-intensive in both energy and cost. Conversely, extensive treatment systems, while requiring more land, provide a sustainable alternative by harnessing natural processes for pollutant removal. The research suggests a hybrid treatment approach could serve the school’s needs, balancing the robust capabilities of intensive methods with the ecological benefits of extensive systems. Such a solution would need to be tailored to the specific environmental, financial, and logistical context of the school, based on comprehensive feasibility studies and stakeholder engagement. This study’s findings underscore the urgency of addressing sanitation in schools, as it is intrinsically linked to the health and academic success of students. Quick, effective, and long-term strategies are vital to secure a healthier and more prosperous future for the youth. With proper implementation, the school can transform its sanitation facilities, setting a precedent for rural educational institutions in Senegal and similar contexts globally.

Relative peripheral refraction in school children with different refractive errors using a novel multispectral refraction topographer

AIM:To compare relative peripheral refraction(RPR)in Chinese school children with different refractive errors using multispectral refraction topography(MRT).METHODS:A total of 713 eyes of primary school children[172 emmetropia(E),429 low myopia(LM),80 moderate myopia(MM),and 32 low hypermetropia(LH)]aged 10 to 13y were analyzed.RPRs were measured using MRT without mydriasis.MRT results showed RPR at 0-15°(RPR 0-15),15°-30°(RPR 15-30),and 30°-45°(RPR 30-45)annular in the inferior(RPR-I),superior(RPR-S),nasal(RPR-N),and temporal(RPR-T)quadrants.Spherical equivalent(SE)was detected and calculated using an autorefractor.RESULTS:There were significant differences of RPR 15-30 between groups MM[0.02(-0.12;0.18)]and LH[-0.13(-0.36;0.12)](P<0.05),MM and E[-0.06(-0.20;0.10)](P<0.05),and LM[-0.02(-0.15;0.15)]and E(P<0.05).There were also significant differences of RPR 30-45 between groups MM[0.45(0.18;0.74)]and E[0.29(-0.09;0.67)](P<0.05),and LM[0.44(0.14;0.76)]and E(P<0.001).RPR values increased from the hyperopic to medium myopic group in each annular.There were significant differences of RPR-S between groups MM[-0.02(-0.60;0.30)]and E[-0.44(-0.89;-0.04)](P<0.001),and LM[-0.28(-0.71;0.12)]and E(P<0.05).There were also significant differences of RPR-T between groups MM[0.37(0.21;0.78)]and LH[0.14(-0.52;0.50)](P<0.05),LM[0.41(0.06;0.84)]and LH(P<0.05),and LM and E[0.29(-0.10;0.68),P<0.05].A Spearman’s correlation analysis showed a negative correlation between RPR and SE in the 15°-30°(P=0.005),30°-45°(P<0.05)annular(P=0.002),superior(P<0.001),and temporal(P=0.001)quadrants.CONCLUSION:Without pupil dilation,values for RPR 15-30,30-45,RPR-S,and T shows significant differences between myopic eyes and emmetropia,and the differences are negatively correlated with SE.

Commuting Space of Primary and Secondary Schools in the Context of Child Friendly Cities:A Case Study of Bajiao Street of Shijingshan District

With the continuous promotion of the construction of child friendly cities,the school commuting space is an important component of the construction of child friendly roads.Based on the background of child friendly cities,the commuting space of 11 primary and secondary schools in Bajiao Street is analyzed through literature analysis and field research methods.Firstly,the relevant literature on school commuting space is sorted out,and the characteristics of school commuting space are summarized,including transportation,landscape,culture,leisure,and security.Secondly,the characteristics of commuting space of primary and secondary schools in Bajiao Street are analyzed from three aspects:in front of the school gate,path space,and node space.This paper aims to provide reference and guidance for the future construction of children’s walking school commuting and promote the construction of a child friendly city.

Analysis on the Way of Integrating Educational Drama into Patriotism Education for Primary School Students

In the process of patriotism education for primary school students,educational drama can play a very important role.However,the premise is that educational drama should be successfully integrated into the process of patriotism education of primary school students,instead of simply and mechanically stuffing educational drama into patriotism education of primary school students.As far as the integration mode of educational drama is concerned,educational drama can be divided into three kinds,namely,discipline-oriented drama education,infiltration-oriented drama education and activity-oriented drama.Therefore,the integration methods are also divided into three categories,namely,setting up educational drama courses,using educational drama to infiltrate patriotic education into other disciplines and carrying out activity-oriented drama education.

Disruption of sleep patterns among secondary school adolescents

Objectives:This study aims to assess sleep disorders among secondary school adolescents and explore the relationship between sociodemographic factors(age,gender,household income,and sleep duration)and the occurrence of these disorders.Methods:A quantitative,descriptive,cross-sectional study,was conducted from November 20th,2022,to May 25th,2023,involving 200 secondary school students selected through convenience sampling.Data collection utilized a structured questionnaire divided into sociodemographic and sleep disorder sections.Validity was ensured by a panel of ten experts,and reliability was confirmed using Cronbach’s Alpha(0.77).Statistical analysis employed SPSS version 26.Results:Findings revealed that a majority of participants(70.5%)had low-level sleep disorders,followed by moderate disorders represented(29%).Significant associations were found between sleep disorders and gender(P=0.000),economic status for family(P=0.020),and nightly sleep duration(P=0.016).However,no significant relationship was observed between sleep disorders and family structure or age(P>0.05).Conclusions:The study highlights that most secondary school students experience mild sleep disorders,followed by moderate disorders.Notably,gender,income,and sleep duration showed significant correlations with sleep disorders.

Video Games and School Performances of Dakar High School Students

The triptych (Smartphones, Video games, adolescents) has imposed itself on the collective consciousness in the form of questioning to the point of becoming a social phenomenon. It thus raises concerns about the uses that adolescents make of it and the effects on their academic performance, which we proposed to study among middle school students from the Dakar academy inspection. Where appropriate, we used mixed methods with the collection techniques of questionnaire survey, semi-structured interviews respectively with middle school students, adults (parents, supervisors, teachers, etc.), participant observation and literature review. Concretely, before accessibility to video games, the middle school students were more idle and well-behaved, watched a lot of TV, played with their brothers and sisters or did household chores. The majority of young people had good, very good or excellent conduct and their averages were fair, fairly good or good. With access to a diverse digital environment, middle school students have passionately turned to video games. As a result, their learning time, concentration and submission to parental injunctions have declined significantly. This situation negatively affected their academic performance and encouraged bad behavior.

Post-war Sustainability-Driven School Buildings: A Review of the Literature

The Safe Schools Declaration of 2015 is an inter-governmental political agreement signed by several countries designed to protect the schooling of the school-aged population during armed conflicts.Yet,in countries where civil war erupted,schools were demolished.Several school-aged children were either forcibly recruited by governments or coerced by rebel groups to serve in armed fights.As a result,several children were deprived of their education and have remained suffering from deep psychological scars.The central question of the study is:What kind of sustainability-driven school buildings can be initiated in countries that are now enduring peace so that the learning environments are more comfortable and improve the well-being of the war-impacted children and school employees?After reviewing the literature,a strategic conceptual framework that incorporated the synergistic relationship between economic,social,and environmental aspects of sustainability was initiated to map out sustainable school buildings.In short,the conceptual framework proposed to construct school buildings in some of the war-affected developing countries includes assembling cost-efficiency and eco-effectiveness inputs,using renewable energy sources powered by natural sunlight,collecting rainwater in mud cisterns,reducing emissions of carbon oxides,and empowering the local community to be the main actors to design sustainable buildings during the preconstruction,construction,and post-construction stages to serve as learning spaces for the war-affected occupants and their neighborhoods.

My Route to School

Hello,I am Shen Daxiang,a student from Class 8,Grade 6 at Xiqiao Experimental Primary School.I always commute to school by car,and I’d like to share the route I take to get there.The journey starts from my home,which is approximately 20 kilometers away from the school.My mother kindly drives me to school every day.

The Basic Principles of School Mental Health Education

School mental health education involves educators consciously,purposefully,and systematically influencing students’psychology using psychological educational methods and means based on the physical and mental development characteristics of students.The objective is to enhance students’psychological quality,develop their potential,cultivate optimistic and positive psychological traits,and promote the holistic development of their personalities.School mental health education is an integral component of quality education,a crucial element in cultivating high-quality talents for the 21st century,and a symbol of modern schools.

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.

Strategies for Boxing Teaching in Competitive Sports Schools

To improve the quality of boxing teaching in competitive sports schools,it is necessary to first analyze the strengths and weaknesses of boxing teaching in competitive sports schools,and then optimize the teaching strategy.The strategies include innovating the boxing curriculum system and content,building learning communities inside and outside the classroom,personalizing the teaching forms and methods,using multimedia to broaden the teaching path,focusing on the integration of boxing teaching leagues,and diversifying the teaching incentives and evaluations.

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.

Discussion on“School is Society”and Its Enlightenment to the Construction of University Environment

The principle of“school is society”indicates that controlling the environment is the only educational method.By transforming the school into a microcosm of society,we can cultivate individuals who possess a social spirit and adaptability,preparing them to thrive in real-world social situations.By analyzing the social performance of colleges and universities in terms of their training objectives for society,research concepts for the development of society,and service consciousness for the improvement of society,as well as the current demand for a proper connection with society,it can be found that taking“school is society”as the guiding ideology for the construction of the university environment tends to be simplified,purified,balanced,broadened,and provided with practical space.This will be beneficial to the development of higher education.

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.