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 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 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.

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.

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 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 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.

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.

Reliability and validity of the hidden hunger assessment scale in China-revised for high school students

Objective:Hidden hunger remains a severe public health problem that affects millions of people worldwide.In China,challenges related to dietary imbalance and hidden hunger persist.Micronutrient inadequacy deserves more attention among adolescents,given its vital role in their growth and development;however,this problem appears to have been largely ignored.High school students,in particular,are often at a high risk of hidden hunger but have limited assessment tools available.Therefore,this study aims to revise the hidden hunger assessment scale for high school students(HHAS-HSS)in China and assess its reliability and validity.Methods:Based on a literature review,expert consultation,pre-experiment,and formal survey,a hidden hunger assessment scale was revised for high school students.The formal survey involved 9336 high school students in 11 of the 16 cities in Anhui Province,China,and 9038 valid questionnaires were collected and included in the analysis.The item analysis,internal consistency reliability,test-retest reliability,content validity,exploratory factor analysis,and confirmatory factor analysis of the HHAS-HSS were examined.Results:The HHAS-HSS included a total of 4 dimensions and 12 items:"vegetables and food diversity"(three items),"fruits and dairy products"(three items),"micronutrient-dense foods"(four items),and"health condition and eating habits"(two items).The results showed a Cronbach's alpha of 0.758,a split-half reliability of 0.829,and a test-retest reliability of o.793,indicating good internal consistency.Using the Bartlett's test and Kaiser-Meyer-Olkin test(KMO)to test the exploratory factor analysis presented a four-factor model of the HHAS-HSS,the KMO0 value was 0.820(P<0.001),which indicated the possibility for factor confirmatory factor analysis.Using the maximum variance rotation method,four factors were obtained,and the cumulative variance explained rate was 57.974%.Confirmatory factor analysis also supported the division of the scale into four dimensions,and the fitting indices were x^(2)=1417.656,x^(2)/df=29.534,goodness-of-fit index=0.974,adjusted goodnessof-fit index=0.958,parsimonious goodness-of-fit index=0.600,normed fit index=0.938,incremental fit index=0.940,Tucker-Lewis index=0.917,comparative fit index=0.939,and root mean square error of approximation=0.056.Except for x^(2)/df,all the indices reached the fitting standard,and the above results showed that the construct validity of the scale reached an acceptable level.Conclusions:The HHAS-HSS has good validity and reliability for Chinese high school students.It is a convenient self-report measure of hidden hunger risk.

An Empirical Study of the Effect of Inquiry Teaching on the Development of High School Students'Critical Thinking Under the New Curriculum Standards

The Ministry of Education of the People’s Republic of China has issued three guideline documents to encourage inquiry teaching to help students develop their ability to question,which is a defining feature of critical thinking.Two of the documents have clearly stated that English subject teaching should focus on building students’thinking capacity.Critical thinking is an essential feature of building thinking capacity and a key element of the core competencies the English subject seeks to cultivate.This research measures the performance of students of two high school classes in the exams conducted at the beginning,in the middle,and at the end of the experiment period during which inquiry teaching was applied to enhance students’critical thinking ability.The experiment results show that inquiry teaching can improve students’academic performance in English study and help them better develop their language skills.The implementation of the inquiry design in teaching listening,reading,and writing conforms to the law that governs the development of critical thinking,and the adoption of inquiry teaching can promote the development of critical thinking.

Eating Habits of High School Students in the District of Bamako in the Context of Nutritional Transition

Introduction: Eating habits are consolidated in early childhood and continue throughout life. Adolescence is a stage of rapid growth linked to puberty affected by the nutritional transition. This study aimed to evaluate the eating habits of high school students in the district of Bamako. Methodology: The cross-sectional, descriptive study was conducted from June 15 to July 4, 2023. The sample size was calculated with the StatCalc program of the Epi 7.2 software. Data was collected using a questionnaire on KoboCollect. Analyses were performed using SPSS 26 software. Results: A total of 2400 high school students were surveyed. The average age of high school students was 16.9 years ± 1.4. The median age was 17, with extremes of 14 and 19. Of the high school students, 53.3% were boys. The sex ratio (M/F) was 1.14. About 89.4% of high school students had a Smartphone. Among high school students, 51.1% did not engage in physical activity outside of high school. Rice was the cereal most consumed by high school students (99.2%). Consumption of fish and seafood was very low (25.5%). Soft drinks were consumed on average 4.2 days/week. In addition, 60.8% of high school students consumed energy drinks. Certain eating behaviors were found in this study, such as nibbling (38.5%), eating in front of screens (79.0%), and skipping meals (46.1%). Conclusion: The most consumed cereal by high school students was rice. The consumption of ultra-processed products and sedentary leisure are habits to be monitored in the context of the prevention of food-related non-communicable diseases among high school students in the district of Bamako.

Effects of sports on school adaptability, resilience and cell phone addiction tendency of high school students

BACKGROUND Sport help promote healthy physical and mental development of high school students.To date,there have been few studies on the effect of sport on school adaptability,resilience and cell phone addiction tendency of high school students.AIM To explore the effects of sports on school adaptability,resilience and cell phone addiction of high school students.METHODS A stratified random sampling method was used to select 600 students from two high schools in Lhasa,and Physical Activity Rating Scale,School Adjustment Scale for High School Students,Chinese Adolescents Resilience Scale,and Mobile Phone Addiction Index were used for field questionnaire survey.RESULTS Sport was positively correlated with school adaptability and resilience(P<0.01),school adaptability was positively correlated with resilience(P<0.01)and cell phone addiction was negatively correlated with sports,school adaptability and resilience(P<0.01).The direct effect of sport on cell phone addiction was significant(P<0.001),accounting for 20.51%of the total effect.The mediating effect of school adaptability on sport and cell phone addiction was significant(P<0.001),accounting for 17.38%and 35.36%of the total effect value,respectively.School adjustment and resilience had a significant chain-mediated effect on sport and cell phone addiction(P<0.001),accounting for 26.75%of the total effect.CONCLUSION Sport affected the cell phone addiction tendency of senior high school students through the mediating effect of school adaptability and resilience,and through the chain mediation effect of both.

Discussion on the Infiltration of Experiential Career Education Concept in Biology Teaching in Senior High Schools

Based on the implementation of the new college entrance examination reform policy and the demand of related policies,the choice of subjects for high school students has shifted from the traditional relatively single model of arts and sciences division to the"3+3"model,and the topic of"how to infiltrate the concept of career education in the teaching process of senior high schools"has become increasingly important.However,at present,the implementation of career education in senior high schools is frequently limited,mainly in the form of class meetings,which instills the concept of career education to students.Therefore,the implementation effect is often not satisfactory.Therefore,experiential learning,a novel and efficient learning method,has entered public's view.Based on relevant research literature at home and abroad,we started with the importance and urgency of implementing career education in high schools,and generally reviewed the research status and future development trends of experiential career education both domestically and internationally.The practical and theoretical significance of the research were explained,and relevant concepts were summarized.Finally,strategic suggestions were proposed for integrating experiential career education concepts into biology teaching in ordinary high schools in China.

A Literature Review of Fertility Education for High School Students

Purpose: Fertility education for high school students leads them to be able to decide when to get pregnant and give birth, and to think about their desired life plan. However, knowledge of fertility in Japan is low compared to other countries. This study aims to understand the state of fertility knowledge among high school students in Japan and to clarify issues in fertility education. Method: Ten articles published from 2013 to July 2023 were selected for review from ICHUSHI Web Ver. 5 and CiNii with the keywords “high school students,” “fertility,” and “education.” The review was limited to Japanese-language literature due to differences in fertility education and knowledge between Japan and other countries. Results/Conclusion: 60% - 90% of the high school students indicated that their source of information on fertility was school lessons. Half of the students understood egg aging and the effects of smoking and drinking on fertility, but their knowledge of menstruation, male reproductive physiology/function, and infertility was insufficient. 50% - 80% of students wanted to marry by the age of 30, and 70% - 80% wanted to have children. 80% of students who attended a lecture on preconception care considered the lesson an opportunity to think about their future life plans. 90% of school nurse teachers reported that fertility should be taught in schools, and half said that egg aging, causes of infertility, and other topics should be covered in high school. Educational caution points included the consideration of developmental stages and the relatedness of the content to what had already been taught, among other things. High school is the best time for fertility education because it gives students the opportunity to accept their own sexuality and think about their future. In addition, since many students plan to marry and have children by the age of 30, the acquisition of fertility knowledge can be an effective means of future life design.

Multimodal Synergistic Strategies in High School English Teaching

This paper focuses on the multimodal synergistic strategy in high school English teaching.It first briefly reviews the relevant concepts and theories of multimodality and multimodal teaching.On this basis,it employs cases from text books published by People’s Education Press to illustrate how to exert the synergistic effect of multimodal teaching to guide English teaching practice from the perspectives of the English core qualities-listening,speaking,reading,viewing,and writing.The introduction and application of multimodal theory into English teaching practice is conducive to further promoting the“student-centered”English teaching reform,and plays a positive role in the cultivation of high school students’thinking and the improvement of core literacy.

Selection and Application of Current Affairs and Politics Materials in Political Classroom Teaching in Senior High School

Based on the status quo of political education in high school,current affairs and politics materials are utilized as an example in this paper to analyze and discuss the value of the proper use of current affairs and politics materials in high school political classroom teaching.In addition,the paper also discusses the principles that should be adhered to in selecting materials for use in political classroom teaching.The purpose of this article is to provide guidelines to high school political subject teachers in selecting and applying the current affairs and politics materials reasonably.

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.

Reform of the Teaching Model of Korean Intensive Reading Courses in Vocational High Schools in the Era of All-Media

The use of multimedia technology in the teaching process is the current mainstream trend in teaching development.The arrival of the all-media era is not only a huge challenge to the traditional teaching model,but also a huge opportunity for the reform of the teaching model.Combining traditional education models with modern scientific and technological means,and learning from each other’s strengths can stimulate students’subjective initiative in learning.On the other hand,it is also an important way for teachers to improve their teaching abilities.This article analyzes the opportunities brought by the all-media era to the reform of education models based on the teaching status and teaching difficulties of Korean intensive reading courses in vocational high schools,and proposes a teaching model reform strategy for Korean intensive reading courses in vocational high schools in the all-media era.

A Brief Discussion on the Application of Task-based Language Teaching to Improve the Teaching Quality of English Communication Classes in Junior High Schools

With the progress and development of society and the continuous advancement of curriculum standard reform,society has higher requirements for students’English skills.The junior high school stage is the best time to cultivate students’communication skills,however,junior high school English classes are currently still based on traditional teaching as the main teaching method,which only focuses on cultivating students’reading and writing skills,thus neglecting the training of listening and speaking skills.Despite its evident benefits,the implementation of the task-based language teaching(TBLT)method in junior high school English communication classes is not without challenges.The current state of these classes reveals a significant gap in the integration of communicative tasks into the teaching process.This gap stems from a variety of factors,including the lack of appropriate resources,insufficient teacher training,and the deeply ingrained reliance on traditional teaching methods.This study will briefly explain the definition and characteristics of the task-based language teaching method,analyze the current situation of junior high school English communication classes,the difficulties of using TBLT in junior high school English classrooms,and the application methods of task-based teaching methods.The teaching method makes up for the shortcomings of English communication classes in junior high schools and improves the quality of teaching.

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.