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 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.

Classroom Teaching Evaluation of Chinese Painting as a Form of Fine Arts in Rural Junior High Schools

Teaching evaluation is an indispensable part of the teaching system of junior high school.In order to inherit the excellent traditional Chinese culture and arts,traditional Chinese painting has been paid more and more attention to in the fine arts curriculum of rural junior high school.This paper takes the classroom teaching evaluation of traditional Chinese painting as a form of fine arts in rural junior high school as the research object,and analyzes the problems existing in the classroom teaching evaluation of traditional Chinese painting in rural junior high school.This paper puts forward the corresponding improvement measures from the aspects of comprehensive evaluation object,concrete evaluation content,flexible evaluation language and diversified evaluation subjects,in order to improve the evaluation level of fine arts teachers'classroom teaching,improve students'aesthetic cognition and learning interest in traditional Chinese painting,and cultivate students'innovative thinking and spirit.

The Application of Schema Theory to English Reading Teaching in Junior High School

Reading is an effective means to cultivate junior high school students＇ comprehensive ability of using English and plays an important role in English study. Schema theory is a scientific reading theory advocated by modern teaching, and it regards the reading comprehension as a process that readers＇ knowledge and skills interact with the information in the reading material. In this paper, a questionnaire is conducted to reveal the fact that students lack schemata in reading and then a proposal that language schema, content schema, and form schema be integrated to activate students＇ existing schemata in the process of reading is put forward

On the Application of Game-playing in the English Vocabulary Teaching for Junior High School Students

As is known to all,mastering a quantity of vocabulary is the key of English learning.Literature research,observational method and empirical research are the main methodologies of the study.The interview and corresponding sound recording help figure out the traditional vocabulary teaching methodologies.The finished questionnaire plays an important role in getting familiar with participants’vocabulary learning conditions.The results of the study manifest that game-playing method takes effect in vocabulary teaching.Not only can the games activate participants’enthusiasm,but also involve them in the activity and help focus on their attention.It is beneficial to help them mastering vocabularies more firmly.

Problems and Strategies of English Teaching in Rural Middle Schools in the Era of New Media

With the deepening of curriculum reform in junior high school,the education field is undergoing tremendous changes.Besides,with the rapid development of the Internet today,students have been exposed to various new media software since childhood.The existing education and teaching are also desperately keeping up with the pace of the times,and continue to bring online teaching to the practical classrooms of rural middle schools through new media.Teachers should not only impart basic professional knowledge to students,but also improve students'ability to use English.

Improving Oral English in Break Time in Junior High School

Teachers have been paying more attention to oral English teaching in junior high school than ever before. Generally, teachers focus on teaching oral English in class, where they give preeminence to creating an environment in the classroom which approximates to the"real-life"communicative use of language (Yang Chaochun & Cheng Lian 2005). However, there are some limits teaching oral English in class. This essay puts forwards to provide input during the break time for students to acquire oral English unconsciously in junior high school to make up for the insufficiency.

A Brief Discussion on Reading Lesson for Junior high school students

Reading as an essential way of learning plays an important role in knowing the world and setting up people's values towards life and society.It is also very important for the students in Junior School.This essay will briefly introduce the current reading situation of junior high school students in China and then focus on reading class teaching for a group of junior high school students in China.

Exploring the Development of English Club Activities in Junior High School English Language Learning

English language activities are enjoyable and respect the students’subjectivity,which stimulates their enthusiasm for using English communication.Therefore,it is widely welcomed by junior high school students.The development of the English club and their activities,such as membership,management systems,event planning,advisory lecturers,and cooperation with school management,among others,all directly affect the club activities.Therefore,it is essential to promote their club activities in junior high school English language learning.This paper analyzes the role of the English club and explores their process of conducting specific activities.It is hoped that this paper will be used as a reference for future studies.

The Application of Inquiring Teaching to the Junior English Class

As a teaching method against the giving-and-accepting pattern, the inquiring teaching in junior high school pays more attention to learners' understanding, feeling and experience in the course and emphasizes the cooperation and communication among students and teachers. In this paper, it explores the advantages of inquiring teaching, which cultivate students' interest in learning and ability of analyses, induction and application, compared with the traditional teaching.Besides, some suggestions are provided in English teaching of Junior high school.

生成式人工智能支持的教师评语研究:基于初中数学课堂的实践探索

教师评语是形成性评价分析的重要数据来源,但现有教师评语生成的质量在社会性、客观性和个性化方面存在一定的不足,生成式人工智能支持的教师评语为解决该问题提供了可能。生成式教师评语是指教师通过认知诊断技术得到的智能诊断数据与生成式人工智能平台进行交互,从而让生成式人工智能平台模拟教师社会性语言,生成数据驱动的个性化教师评语。在初中数学课堂中的实证研究发现:生成式教师评语有效地提高了学生的自我调节学习能力(Cohen's d=1.08,p=0.000)和学习动机(Cohen's d=0.59,p=0.003),对学生的深度访谈结果表明,生成式评语能作为考试的一种总结反思工具,体现了教师对学生个性化的关注和鼓励。研究结果为人工智能技术助力个性化、精准化教学提供了研究思路,为教育环境中持续评估和改进生成式人工智能技术的使用提供了建议。

PBL教学模式下高中地理教学设计研究——以“气候与自然景观”为例

PBL教学因以真实的劣构性问题为导向,提升解决问题的高阶思维能力而广受关注。如何将PBL教学模式融入高中地理课堂教学是当前高中地理教育领域研究的重要议题之一。通过厘清PBL教学的内涵,剖析PBL教学模式的特点,构建高中地理PBL教学模式下的设计思路,在此基础上以“气候与自然景观”为例,通过创新地理教学设计,丰富地理课堂教学。研究得出,将PBL教学模式运用到高中地理课堂教学中主要有以下三个特点:以真实情境为背景、以问题探究为关键、以批判质疑为核心,以此引导学生在发现、分析、解决地理问题的过程中对新旧知识进行连接、转化、迁移和运用,落实地理学科核心素养。

基于C-STEM校本课程的初中化学项目式教学中核心素养的培育路径

开发校本课程,有利于构建适合学校发展的课程教学体系,培养学生的科学思维、探究能力和创新意识。基于核心素养的初中化学校本课程建设目标,应有助于学生形成良好的素质能力。依托学校优势和学生的实际需求,科学设计课程内容,明确课程开发顺序,重视综合实践活动,开发创新作业任务,构建多元评价体系,是基于C-STEM校本课程的初中化学项目式教学核心素养培育的有效路径。

新课程改革下化学教学中职业生涯规划教育资源的渗透与运用——以高中必修阶段为例

新课程改革下新高考、新教材、新选科模式以及新高考招考制度的施行,在对学校、学生和教师提出全新挑战的同时,职业生涯规划教育也逐渐广受社会关注。随着教育改革的不断推进,传统的学校职业生涯规划教育逐渐不能满足学生的需求。基于此,充分从新教材、校园文化和社会中挖掘最新的职业生涯规划教育资源渗透到学科教学中,并探索合理方式展开运用;对于素质教育的落实、终身学习的实现、个人的发展和学科知识价值的体现等具有重大意义。

全面提升化学教材的素养发展功能——鲁教版初中化学新教材的编写思路与特点分析

鲁教版初中化学新教材依据《义务教育化学课程标准(2022年版)》,以发展学生核心素养为宗旨,精选具有素养发展价值的教材内容,注重选取典型范例、反映科技前沿、强化思路方法、融入德育元素,切实增强教材内容的典型性、时代性、方法性和思想性;重视以大概念为统领设计教材内容进阶,兼顾学科逻辑顺序与学生认知顺序,系统设计科学实践活动,整体体现“从生活走进化学,从化学走向社会”的编写特色;重视通过创设问题情境、设计多种评价方式、设计拓展性栏目、优化语言和插图等创新教材的呈现方式,积极推动育人方式的转变,全面提升化学教材的素养发展功能。

从实施角度探讨初中生物学跨学科实践活动的设计

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

审美视域下闲暇教育有机融入初中语文教学研究

学校闲暇教育具有引导初中生学会正确的闲暇知识和技能,帮助他们形成正确的闲暇态度,对其科学的世界观、人生观和价值观的塑造与形成具有积极的作用。闲暇教育与初中语文课程核心素养的高度契合使闲暇教育具备了融入语文教学中的可能性,而为了引导初中生合理安排闲暇时间、提升课程教学效果,又使得初中语文在教学中积极融入闲暇教育具有极强的必要性。基于共同的审美特性,为在初中语文教学中融入闲暇教育提供了主要路径,以审美的形象性、情感性、超越性促进闲暇教育在语文教学过程中的共鸣融入、具象融入和内在融入。

初中生物学跨学科主题活动的基本程序与实施策略

跨学科主题活动是从认识问题和解决问题的现实需要出发,强调以跨学科带动综合化学习,注重学生综合素质培养。跨学科活动涉及哪些学习领域,如何进行跨学科活动设计,如何有效实施跨学科学习活动等,成为影响中小学教师开展跨学科主题教学的关键问题。本文在分析跨学科主题活动的跨界学习领域的基础上,提出跨学科活动设计的方法、策略,以期能对当前跨学科主题活动设计、实施路径、评价方法等理论和实践问题提供一种解决思路,为落实跨学科主题活动提供理论与实践支持。

核心素养背景下初中英语阅读教学策略

研究核心素养背景下初中英语阅读教学策略是初中英语阅读教学的客观需要。文章采用问卷调查、课堂观察和访谈法,以西安市某中学八年级两个班共96名学生和他们的2名英语教师为研究对象,从语言能力、文化意识、学习策略和思维品质四个维度来分析现阶段英语学科核心素养在初中阅读教学中的现状。语言能力方面,词汇是他们理解阅读材料的最大困难;文化意识方面,89.58%的学生认为阅读英语可以体验出文化差异;学习策略方面,多半初中生不知道主动运用阅读策略;思维品质方面,只有18.75%的学生愿意经常在阅读理解中真正使用思维导图。基于此,提出核心素养背景下初中英语阅读教学可采用文化策略、提问策略、形成性评价策略、拓展阅读策略等教学建议,旨在推进教师对英语学科核心素养和初中英语教学的融合,从而实现所教入心、所学用心,实现培养学生的全面发展。

基于大概念的初中数学单元教学实践探索

大概念在初中数学教学中的重要性日益凸显,基于大概念开展单元教学具有将学科核心素养融入课程的独特优势。从实践价值、实践框架、实践策略、实践效果评估四个方面探讨基于大概念的初中数学单元教学实践,旨在提高学生的学习效果和数学核心素养。