A Study on the Instructional Design of Interdisciplinary Thematic Learning in Middle School Physical Education Based on the CASES-T Model

With the deepening of educational reform,interdisciplinary thematic learning,as an emerging educational model,has become a focus of attention in the field of educational research.Based on the STEM(science,technology,engineering,and mathematics)education concept and CASES-T(Content,Activity,Situation,Evaluation,Strategy-Target)model,this study provides a theoretical basis for the teaching design and implementation of interdisciplinary thematic learning in middle school physical education.Through the analysis of specific interdisciplinary thematic learning cases,it aims to provide theoretical support and practical guidance for the reform of middle school physical education through the CASES-T model-based interdisciplinary thematic teaching design research in middle school physical education,in order to enhance students’learning effects,cultivate core literacy in physical education,and promote students’all-round development.

Pre-recorded instructional audio vs. dispatchers' conversational assistance in telephone cardiopulmonary resuscitation: A randomized controlled simulation study

BACKGROUND:To assess the effectiveness of the telephone chest-compression-only cardiopulmonary resuscitation(CPR)guided by a pre-recorded instructional audio when compared with dispatcher-assisted resuscitation.METHODS:It was a prospective,blind,randomised controlled study involving 109 medical students without previous CPR training.In a standardized mannequin scenario,after the step of dispatcher-assisted cardiac arrest recognition,the participants performed compression-only resuscitation guided over the telephone by either:(1)the pre-recorded instructional audio(n=57);or(2)verbal dispatcher assistance(n=52).The simulation video records were reviewed to assess the CPR performance using a 13-item checklist.The interval from call reception to the first compression,total number and rate of compressions,total number and duration of pauses after the first compression were also recorded.RESULTS:There were no significant differences between the recording-assisted and dispatcher-assisted groups based on the overall performance score(5.6±2.2 vs.5.1±1.9,P>0.05)or individual criteria of the CPR performance checklist.The recording-assisted group demonstrated provided(170.2±48.0 vs.156.2±60.7).CONCLUSION:When provided by untrained persons in the simulated settings,the compression-only resuscitation guided by the pre-recorded instructional audio is no less efficient than dispatcher-assisted CPR.Future studies are warranted to further assess feasibility of using instructional audio aid as a potential alternative to dispatcher assistance.

Research on the Instructional Design of the Primary School English Reading Class

English promotes the development of globalization.The primary school English reading class has played an important role in the English learning life of students.The instructional design of the primary school English reading class will greatly affect students'interest in English reading.The paper attempts to study the problems in the primary school English reading classroom teaching,and propose some available corresponding measures to improve the primary school students'enthusiasm in English learning.Firstly,the paper expounds the definition,characteristics of the instructional design of class.Secondly,it analyzes the causes and solutions to the problems in the primary school English reading class.Finally,it proposes instructional designs to solve these problems.The research in the paper is of great help to improve the efficiency of the students'English reading in primary school and the classroom teaching of the English reading and even to make students learn English better.

Full time adult credential students?instructional preferences at California State University, Long Beach: pedagogy or andragogy?

This study investigated the instructional preferences of full time adult credential students after they took a live course called Principles of Adult Education at California State University, Long Beach (CSULB) in the fall semester of 2002. These full time adult credential students had been working on their adult teaching credentials to meet the competencies specified by the California Commission on Teacher Credentialing. The course introduced students to Andragogy developed by Malcolm Knowles out of the andragogical model developed by Lindeman (1926). The study used Principles of Adult Learning Scales (PALS), advanced by Gary Conti in 1983 to measure instructional preferences. Data were collected from 30 (100% of 30) full time adult credential students enrolled in a live course to determine their instructional preferences of helping adults learn. The results of the study showed in most cases these adult learning professionals taught adult students andragogically; in some cases they taught adult students pedagogically.

Introducing BIM to Construction Management Students:A Case Study of Using Lego Blocks as Instructional Tool

As the construction industry is transitioning into the building information modeling(BIM)era,many construction management(CM)programs are actively integrating BIM into their curriculum.For new CM students who are unfamiliar with the BIM concept,a connection is desired to link 2D drawings with 3D models.This paper presents a case study that uses Lego blocks as an innovative instructional tool to introduce BIM to new CM students.The approach employs a physical Lego model house as the connection between the 2D and 3D worlds in an introductory BIM course and aims to demonstrate the benefits of BIM over 2D CAD through a hands-on session.CM students are instructed to build a Lego house first with a set of typical 2D construction drawings,including plan,elevation,and section sheets,and then with a 3D model in a BIM program.Students are guided to navigate the model and then use it as a 3D reference to complete the Lego house.Through the hands-on session,students will naturally establish the connection between 2D drawings and 3D models.In addition,by comparing the efforts needed to complete the Lego house with both methods,students can easily recognize the benefits of using BIM in CM.This case study demonstrates the procedures of using Lego blocks as an instructional tool in a hands-on session of an introductory BIM course.

A Study on the Model of Teachers’ Instructional Intervention in Trilingual Teaching Based on the Law of Mother Tongue Acquisition

The research on Trilingual Teaching Model in ethnic areas has become a hot spot.By analyzing the data of the questionnaire,this paper discusses the teachers’instructional intervention model,based on the law of mother tongue acquisition.Trilingual teachers should highlight the role of reading in vocabulary learning and even in improving reading ability.The law of mother tongue acquisition can be one of the main strategies to solve the problems in Tibetan students’English learning.

Effectiveness of Enriched Demonstration and Lecture Instructional Strategies on Senior Secondary School Students’Achievement in Chemistry

The study determined the relative effectiveness of enriched demonstration and lecture instructional strategies on senior secondary school students’achievement in Chemistry.To achieve this,two research questions and three hypotheses were formulated to guide the study.Quasi-experimental design:specifically the pre-test,post-test,nonequivalent and non-randomized control group was adopted for the study.A total sample of one hundred and sixty-six(166)SS 1 students,drawn using multistage sampling technique were used for the study.The instrument used for data collection was Chemistry Achievement Test(CAT,r=0.82).Mean and standard deviation were used to answer the research questions,while analysis of covariance(ANCOVA)was used to test the hypotheses.Findings from the study revealed that:there is significant difference between the achievement of students exposed to two enriched instructional strategies and those exposed to enriched traditional lecture strategy;there is no significant difference between male and female students exposed to the three modes of instructional strategies;and there is no significant interaction effect between the instructional strategies and gender.It was recommended that chemistry educators should focus attention on reforming or enriching the traditional instructional strategies and that chemistry teachers should particularly make use of the enriched demonstration strategy in their classroom interactions,among others.

Challenges of the Use of Instructional Materials in Geography Classroom in Secondary School: Nepal

Geography is an optional subject in the secondary schools in Nepal.This paper is an attempt to examine the challenges of using instructional materials in the geography classroom in community secondary schools in Kathmandu district of Bagmati Province.Geography teachers were selected by purposive sampling offering geography as an optional subject in secondary school.The semi structured interview method was used for data collection.The interviews were recorded on an audio recorder and transcribed.After collecting data,analysis of the data was made through the interpretations of the raw data by interpretative method.The results reveal that the challenges of using materials are non-availability of materials,laziness of the teachers,lack of skill and strategies,financial constraint,lack of appropriate materials in textbook,time constraint,lack of support from authority,lack of geography resource room etc.The remedies of the challenges of using materials are the organizing of training and workshop for teachers on how to use instructional materials,provision of funds by the authorities and government,regular supervision,the improvisation of the local materials and the provision of the various instructional materials which are necessary for teaching etc.

Translation Strategies of Instructional Text--Taking Murder Your Darlings and Other Gentle Writing Advice from Aristotle to Zinsser as an Example

With the popularity of English learning in the world,the demand for instructional materials is increasing,and how to accurately convey the information of these texts to English-learners and provide the learners with an effective learning experience has become a major problem.Therefore,the role of the translator is crucial.It is found that that translators should make linguistic choices based on the text functions and target readers’expectations,and flexibly adopt the translation strategies,such as addition,conversion,and cohesion to convey the intention of the source author and generate the source context accurately and appropriately.Applying relevant theories to the analysis of translation cases,the paper tentatively puts forward solutions to the problems encountered in the E-C translation of chapter one of Murder Your Darlings and Other Gentle Writing Advice from Aristotle to Zinsser.Hopefully,it could provide a reference for other translators working on instructional texts.

Level of Acceptability of the Instructional Guide in Physical Education 2(Advanced Swimming Skills and Life-Saving Techniques)

This descriptive study aimed to determine the level of acceptability of the Instructional Guide in Physical Education 2(Advanced Swimming Skills and Life-Saving Techniques).The respondents of the study were the content experts currently teaching PE(Physical Education)in other universities in Iloilo and Bacolod City,Philippines together with the BSMT(Bachelor of Science Marine Transportation)students who used the instructional guide throughout the duration of the study.The instrument used to evaluate the materials was adopted from Terunez(2008)and included seven evaluation criteria to include physical aspect,language,content,objectives,instructions,learning activities,and evaluation measures.The statistical tools employed were mean,standard deviation,and rank.The results of the study revealed that the level of acceptability of the instructional guide in physical aspect was“High”which means that the material was suited to the level of the intended users.No significant difference was noted in the evaluation result of the content experts and student users.It can be concluded that the development of Instructional Guide in Physical Education 2 is deemed to be highly beneficial in enhancing learning.It is recommended that this instructional material will be utilized by other maritime institutions offering courses in Advanced Swimming and Life-Saving Techniques.

Intension, Current Implementation and Improvement Path of Instructional Leadership: A school Case of Hong Kong

This paper aims to analyze the implementation status of instructional leadership of a HK primary school that benefits in mid-ranking and mainly uses instructional leadership to develop their curriculums.Instructional leadership is the result of introducing leadership concepts into the teaching field,and it reflects the changing trend of school management to a certain extent.At present,the research on instructional leadership is limited to the principal's leadership,which limits the overall function of instructional leadership.By investigating the actuality of school and the implementation of school policies and programs,the paper deeply analyzes the existed problems in a Hong Kong school and offers optimization suggestions:strengthen the school distributive leadership construction,promote the professional development of teachers and curriculums,establish a diversified evaluation system,develop an organizational culture of democratic cooperation and improve the curriculum leadership of principals.

Enhancing Grammar Learning with a Multimedia Instructional Module:Design and Teaching of“Shì...de”Construction for CFL learners

This pilot study examined the effectiveness and students’perceptions of a multimedia module on intermediate Chinese-as-a-Foreign-Language(CFL)learners’understanding and use of the“shì...de”construction.The module was designed based on the First Principles of Instruction(Morrill,2002)and the Cognitive Theory of Multimedia Learning(Mayer,2009;2014).It provided a systematic and comprehensive approach to teaching the“shì...de”construction,one of the most challenging grammar points in CFL.Twenty-two CFL learners participated in this mixed-methods study.Data were collected using pre-and post-tests,a survey,think-alouds,and semi-structured interviews.Findings show that after using the module,students’understanding and use of the construction significantly improved,except for their understanding of the second usage.The students enjoyed using the module and appreciated how it was designed,the way it was presented,and its availability.The reasons for the effectiveness of the module were analyzed and led to suggested improvements to the design of the module.The detailed description of the design process and the research result contribute to the knowledge of designing grammar teaching modules with multimedia for online,blended,and flipped learning.

An Instructional Model of Online Synchronous Instruction--A Case Study of College English Course for College Students

Online synchronous educational experience via videoconferencing has become ubiquitous domestically and internationally with the spread of Covid-19 Virus.Online teaching theories and educational experiences through computer-mediated communication have been integrating and evolving during the current situation.The objective of this paper is to demonstrate a practical teaching model for Chinese college students’English as a foreign language learning course.The key finding of the research is that the 5-step-teaching Model developed under the context of online synchronous learning and teaching is both functional and efficient on the theoretical basis of constructivist approach.This teaching model is proved to be practical,interesting,useful and functional to both second-years and graduates during the implementation of educational transaction according to the survey conducted at the end of the semester.The ubiquity of online synchronous learning and teaching would lead to a meaningful and worthwhile educational experience and have a far-reaching implication for both educators and student’s personal development,especially students’critical thinking capability.The findings of the paper are pedagogically valuable for e-teachers in conducting online courses.It also holds true that the management of education and society could benefit and adopt this teaching model to various courses in different institutions.This study is hopefully to provide research-and-experience-based findings to enrich course design and instructional approaches and educational experiences.Thus,it is of interest to online teachers,instructional designers and programme developers in the field of education.

Compositional Prompting Video-language Models to Understand Procedure in Instructional Videos

Instructional videos are very useful for completing complex daily tasks,which naturally contain abundant clip-narration pairs.Existing works for procedure understanding are keen on pretraining various video-language models with these pairs and then finetuning downstream classifiers and localizers in predetermined category space.These video-language models are proficient at representing short-term actions,basic objects,and their combinations,but they are still far from understanding long-term procedures.In addition,the predetermined procedure category faces the problem of combination disaster and is inherently inapt to unseen procedures.Therefore,we propose a novel compositional prompt learning(CPL)framework to understand long-term procedures by prompting short-term video-language models and reformulating several classical procedure understanding tasks into general video-text matching problems.Specifically,the proposed CPL consists of one visual prompt and three compositional textual prompts(including the action prompt,object prompt,and procedure prompt),which could compositionally distill knowledge from short-term video-language models to facilitate long-term procedure understanding.Besides,the task reformulation enables our CPL to perform well in all zero-shot,few-shot,and fully-supervised settings.Extensive experiments on two widely-used datasets for procedure understanding demonstrate the effectiveness of the proposed approach.

An Assessment of English Instruction for Elementary-Level Students in Jeddah Governorate, as Perceived by English Supervisors and Educators

This study investigated the perceptions of English educators and supervisors in Jeddah Governorate regarding the process of teaching English to elementary students.A survey was conducted using a sample size of 94 educators and 10 supervisors.The data indicate that respondents considered English instruction at the elementary level essential for expanding kids’perspectives,improving academic performance,and promoting international involvement.The main advantages cited are the development of English language skills and the promotion of early education.Although not as easily noticeable,the disadvantages include potential negative impacts on an individual’s proficiency in Arabic and their sense of national identification.The highlighted challenges encompass insufficient teacher training,student reluctance towards English,limited resources,and school disparities.The proposed techniques focused on prioritizing English instructors’training,ensuring the use of appropriate content,utilizing technology,and promoting awareness of students and educators.The current research found different obstacles in teaching English at elementary stages.To overcome these obstacles,it will be essential to enhance teacher competencies,develop efficient teaching methods,get the backing of stakeholders,assign adequate resources,and carry out continuous evaluations.Further research can also contribute to a better understanding of how early English learning impacts on Arabic identity and proficiency.

Relationship Between Teacher Efficacy and Self-Reported Instructional Practices:An Examination of Five Asian Countries/Regions Using TIMSS 2011 Data

Teacher efficacy in a particular content area is seen as an important factor shaping teaching practice and student learning in the Western literature.However,inadequate efforts have been made to examine this assumption empirically.Drawing on the Trends of International Mathematics and Science Study(TIMSS)2011 mathematics teachers’data at the eighth grade level,this study examines the relationship between teacher efficacy in teaching mathematics and teachers’mathematical instructional practices in five Asian countries/regions.Guided with Bandura’s social cognitive theory,this study finds that overall teachers in the five countries/regions reported much lower teacher efficacy in teaching mathematics and lower levels of instructional practices than the international norms.The relationship between teacher efficacy and instructional practices varied within these countries/regions.Teacher efficacies in teaching mathematics are not always statistically and positively related to their instructional practices in engaging students.Together,these findings challenge the theoretical assumption about the positive relationship between teacher efficacy and instructional practices.Possible reasons of these findings and future directions are discussed.

Exploring Pedagogical Ideologies and Strategies for College English Writing Instruction from a Generative Artificial Intelligence Perspective

This study,drawing on the commonalities between generative artificial intelligence and foreign language writing instruction,outlines the core ideology of digital humanities-based college English writing instruction,including auxiliary use of generative artificial intelligence tools,primary focus on humanistic education,and the re-production of knowledge,aiming to foster students’critical thinking,collaborative skills,and creativity.Building on this foundation,the study delves into generative artificial intelligence tools applicable to different stages of process-genre writing and their strategic applications.The use of generative artificial intelligence tools is beneficial for students to present,discuss,and share writing content,encouraging them to enhance their writing,collaboration,critical thinking,and creative abilities through deep interaction with model essays and creative discourses.

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.

Can Increasing Teachers’Teaching Autonomy Help Improve Instructional Quality?-Based on the Results of TALIS 2018

Teaching autonomy is an important power of teachers as professionals and also a key factor affecting instructional quality.Based on the relevant data of the Teaching and Learning International Survey(TALIS)2018,this study analyzes teachers’teaching autonomy and its effect on instructional quality.It finds that,firstly,as compared to those in the countries of the Organization for Economic Co-operation and Development(OECD),teachers in Shanghai,China,have greater teaching autonomy,but there is still room for improvement in this regard.They have sufficient autonomy in determining the instructional content and disciplining students,but not in assessing students’learning.Secondly,increasing the teaching autonomy in Shanghai can significantly improve instructional quality.Increasing their autonomy in assessing students’learning has the greatest effect on improving instructional quality,while increasing the autonomy in choosing teaching methods has the least effect,which is culturally different from the situation in OECD countries.Thirdly,the influence of teaching autonomy on instructional quality is positively moderated by teaching efficacy,which means that teachers need to have the“ability”in addition to the“autonomy.”Based on this,suggestions are also made.