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.

A Literature Review regarding Cervical Cancer Prevention Targeting Junior and Senior High School Students

Objective: To understand the state of education for the prevention of cervical cancer and trends in research. The subject of cervical cancer prevention will be examined. Method: Articles from the ICHUSHI Web version 5, CiNii, and PubMed databases for the period from 2009-2019 were used. Search terms used were cervical cancer, HPV/human papillomavirus, prevention, public awareness, and education. Results: 17 articles (9 Japanese and 8 English) were analyzed. The majority of students had heard of cervical cancer but did not know of the link between it and HPV. Vaccinated individuals were significantly more likely to have deeper knowledge regarding cervical cancer and HPV. Various factors affect the vaccination rate. These include knowledge of HPV and cervical cancer, age, ethnicity, the organization or location which administers the vaccine, how to breach the subject, finances, and the opinions of friends and family. In particular, consultations with parents lead to mothers recognizing the importance of the vaccine. By way of educational intervention, opinions have grown more positive about advancing awareness, being vaccinated, and having cervical cancer screenings for the future. Conclusion: The prevention of cervical cancer requires support and fostering the judgement based on sufficient awareness and adequate education. What we need is educational intervention rooted firmly in the current societal climate aimed not only at students, but at their parents as well.

Primary Dysmenorrhea;Prevalence, Treatment Practices and Impact among High School Students in 2 Secondary Schools in Bafoussam

Background: Primary dysmenorrhea is defined as pelvic pain during menstrual flow in the absence of a pelvic pathology. It is one of the most common gynaecological complaints worldwide and the most common cause of school and work absenteeism among menstruating females. In adolescent students the impact includes reduced attention in class, inability to study at home, school absenteeism among others. Yet these students have to study at the same pace as their peers, raising the concern of whether the problems caused by primary dysmenorrhea have an effect on academic their academic performance. Aim: Determine the prevalence, treatment practices and impact of primary dysmenorrhea on the studies of post-pubertal high school students in Bafoussam. Method: We conducted a cross-sectional descriptive and analytic study design using a two-stage sampling method;the first stage was by convenience to choose the school, and the second stage was consecutive to recruit the students. Data was collected using a semi-structured pretested self-report and anonymous questionnaire. Analysis was done using software IBM®SPSS statistics version 23 for windows. Categorical variables were summarised in to frequencies and percentages while the comparison of categorical variables was done using a Chi-square test, and a p-value ≤ 0.05 was considered to be statistically significant. Results: our sample size was 898 and the mean age of our respondents (±SD) was 17.6 (±1.6) years. The prevalence of primary dysmenorrhea was 71.9%, with 11.6% mild pain, 52.5% moderate pain and 35.9% severe pain on a visual analogue scale. Over 38% did not attempt pain-relieving measures while others took analgesics, traditional preparations, heat packs among others. Among these students, 39% reported school absenteeism due to pain, other impacts were decreased attention in class, inability to study at home during pain and punishment from school authorities for failing to fulfil certain duties like assignments not done or absenteeism because of pain. Though a greater proportion of students without dysmenorrhea had pass scores than their counterparts, the difference was not statistically significant. Conclusion: Given these findings, school officials may benefit from considering dysmenorrhea in the context of improving their school attendance rates and academic performance of their students.

Review and Reflection on the Research of Mathematics Problems in Junior High School

The problem of mathematics is an important teaching method of students’core qualities cultivation.Statistics and analysis of The master’s thesis related to“junior high school mathematics”and“problem posing”in the past ten years were counted and analyzed from chronological distribution,institutional distribution and research topics and other dimensions.The research results:ignorance of domestic research on the textbook content;formalization of problem raising under the the guidance of theory;the opposite direction of demonstration and qualitative research;fuzzy and superficial results and countermeasures of research.Research reflection:broaden thoughts of the field,attach importance to the study of textbook content,and enhance the expression of the teacher’s question raising;deepen the guiding ideas,reiterate the theory to guide the practice,reflect the complement of the theoretical practice;be rigorous about thoughts,attach importance to empirical and quantitive combination,improve scientific and appropriate research methods;develop the logical thinking,focus on the study of results and countermeasures,and manifest the value of research results.

Art Museum Education Combined with Elementary and Junior High School

This thesis makes a discussion of the value of art museum education combined with elementary and junior high school education and explains its cooperation basis and activity manner. Meanwhile, it also gives suggestions related to art museum education combined with elementary and junior high school education in China.

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.

Influence of Parental Rearing Patterns on School Bullying Behavior of Junior High School Students

Bullying,as an aggressive behavior,has become a common phenomenon among junior high school students.The occurrence of bullying behavior can have a serious negative impact on the mental health of junior high school students.Some students even suffer from psychological problems such as depression and anxiety.Many research results at home and abroad show that personality is an important factor affecting bullying behavior.In this case,this study explores the impact of parental rearing patterns on school bullying behavior.Improving the parenting styles of junior high school students and their parenting level has become an practicable practical approach to prevent the problem of school bullying.

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.

Increase in Salivary Alpha-Amylase Levels among Non-Attending Junior High School Students Diagnosed with Social Anxiety Disorder

Purpose: Several studies have demonstrated that the measurement of salivary alpha-amylase (sAA) levels is a useful tool for evaluating the autonomic nervous system. Psychosocial stress increases the release of sAA as a useful marker for autonomic nervous system (ANS). To our knowledge, although some studies have evaluated sAA levels under psychosocial stress, no studies have investigated the changes in sAA activity that occur in junior high school students who are not attending school due to social anxiety disorder (SAD). We aimed to investigate the relationship between the sAA levels and psychiatric states of such patients. Methods: The study subjects consisted of SAD patients (n = 39) and healthy controls (n = 57). We used a portable hand-held monitor to measure the level of sAA and State-Trait Anxiety Index (STAI) to evaluate the psychiatric state. Results: The patients’ sAA activity was significantly higher than that of the controls (n = 57) (p < 0.001). Significant differences in heart rate (HR) (76.10 ± 11.96 vs. 68.69 ± 10.61, respectively, p < 0.01) and STAI scores (both the STAI-State and STAI-Trait scores) (49.35 ± 10.57 vs. 41.24 ± 8.59, respectively, p < 0.01;55.69 ± 10.44 vs. 45.61 ± 9.36, respectively, p < 0.001) were detected between the patients and healthy controls. Conclusions: These results indicated that junior high school students with SAD exhibit a higher state of anxiety and high autonomic activity, probably due to changes in the sympathetic nervous system. As a result, junior high school students with SAD are expected to exhibit high levels of sAA accompanied by anxiety symptoms.

Motivations Underlying the Snack Choices of Japanese Junior High School Students: A Study Based on Cluster Analysis

The aims of the present study were to group junior high school students according to factors influencing their snack choice and identify differences between the characteristics and snack choice behaviors of the groups. An anonymous self-report questionnaire was administered to 1936 students (13 - 15 years old) in eight junior high schools in Tokyo, Japan. The students responded to the Snack Choice Questionnaire (SCQ) as well as questions concerning snacking behaviors, lifestyles, and demographics. Cluster analysis was applied to sort the sample according to SCQ scores. Each cluster’s characteristics were examined by gender using the χ2 test or the Kruskal-Wallis test with a Bonferroni adjustment. Participants were divided into four groups: high in all factors, low in all factors, low value in health, and value in health. The “value in health” group was composed of more girls than boys and the “low in all factors” group had fewer girls than boys. Those in the “high in all factors” and “low value in health” groups indicated that they consumed more snacks. Moreover, gender differences were revealed. By assessing the SCQ prior to providing nutrition education, we can obtain valuable information to make nutrition education planning.

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.

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

An Empirical Study of Using Imitation-Based Error Correction to Reduce Repeated Errors in English Writing of Rural Junior High School Students

Junior high school students in rural areas constitute a particular group of English learners, for whom English writing is not only important, but also difficult. In order to find out an effective means to help them enhance English writing proficiency. To this end, after carefully analyzing the writing characteristics of this group of English learners, one intact class in Grade 8 of No. 14 junior middle school in Wuwei was given an experimental treatment which required them to imitate the correct examples of expressions provided by their teacher where they used to make errors. Results revealed that students in experimental class outperform their peers in control class significantly.

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.

Survey and Research on Health Information Assistance Needs of Junior Middle School Students in Different Regions of Guangdong Province

Objective:To study the health information assistance needs of junior high school students in 8 different regions of Guangdong Province in a cluster,to understand the current situation of junior high school students'health information assistance needs,and to collect feasibility data for hospitals and schools to jointly promote the healthy development of students.Methods:In June 2019,a group of junior high school students from 8 different regions in Guangdong Province[678 students(in 2 towns),352 students(in 2 counties and prefecture-level cities),and 1098 students(in 4 provincial-level cities)]were selected in a group.A questionnaire survey was conducted by 2128 people,the results of the questionnaire survey were collected,and statistical analysis was performed.Results:Of the 2128 junior high school students in 8 different regions,only 52.07% had confidence in their health,and there were no regional differences.Health information for students seeking professional medical assistance includes:1578 person-times(74.15%)of nutritional diets,1084 person-times(50.94%)to eliminate tiredness,1190 person-times(55.92%)to improve sleep quality,1002 person-times(47.09%)to reduce anxiety,making him happier and stronger 1164 person-times(54.70%).Students in different regions asked for help on how to make their hearts happier and stronger.The results suggest that provincial and county-level students have greater needs than urban students.Conclusion:The results of this research show that junior high school students in different regions of Guangdong Province have insufficient awareness of health,and there is a large demand for various health help information,and the focus is on prevention.It is of practical significance to strengthen and meet the health information needs of junior high school students.

The Application of Krashen＇s Input Hypothesis to Junior High School English Listening Teaching

This research aims to investigate the application of Krashen’s Input Hypothesis to junior high school English listening class.120 first year students were chosen and divided into a control group and an experimental group,each containing 60 students.During the one-semester treatment,the two groups adopt the traditional teaching method and the teaching method integrated with Krashen’s Input Hypothesis respectively.The results showed that by applying Krashen’s Input Hypothesis to junior high school English listening class,students’listening skills can be improved effectively.

Learner’s Dialect Use by EFL Instructors:A Study of Junior High School Teachers in a Minority Area of China

The use of learners’L1(first language)in the EFL classroom has been widely discussed in the literature.However,the use of local dialects has received less attention.Thus,this study investigates the use of Enshi dialect in EFL classroom in junior high schools in order to explore how teachers deploy the learners’own dialect in EFL classroom and its effect.The Enshi dialect which is a variant of Mandarin is frequently used in daily life in Enshi Tujia and Miao Autonomous Prefecture.Semi-structured interviews are conducted with 15 teachers who adopt Enshi dialect in EFL classroom teaching in junior high schools in 8 minority villages in Enshi.The results indicate that occasional dialect use does exist in EFL classroom teaching for junior high school students in ethnic minority areas.In addition,four main benefits are revealed when learners use dialects in EFL classes.Teaching English by using dialect helps students to improve the mastery of English grammar,distinguish pronunciation,understand the meaning of English words,phrases and sentences,and enliven the classroom atmosphere.The research also shows that the effective use of learners’dialects in the EFL classroom plays positive roles in English 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.

A Tentative Discussion on How to Help Junior High School Students Improve Their Writing Skills Through Post-Reading Activities

The present situation of English writing in junior high schools includes the following aspects:first,students are weak in English writing because they lack vocabulary and do not use vocabulary appropriately;second,they often make grammar errors in writing;as a result,they do not obtain high scores in English writing;third,they form sentences based on their habit of thinking in their mother-tongue because of the influence of mother tongue transfer;in that case,Chinglish often appears in their compositions,and this is one of the main reasons they do not obtain high scores in English writing;finally,they do not arrange their compositions well,so most of their compositions are loosely organized.As reading and writing are designed as two separated parts in most English textbooks used in China,it is a challenge for teachers to design post-reading activities to integrate reading and writing because it is time-consuming.Based on the present situation of students’English writing and the teaching situation of English writing in junior high schools,this paper will discuss how to utilize post-reading activities to help students memorize vocabulary effectively,use vocabulary and grammar appropriately,avoid the influence of mother-tongue transfer,and build compact structures,so that they can improve their English writing skills.This discussion is based on the awareness of integrating reading with writing and making reading a supportive element of writing by utilizing post-reading activities.