A Survey of Chinese Secondary Student Perceptions of Affective Edu­cation

This article made an analysis of student opinions on affective education in secondary school in China.The purpose is to point out the obvious and potential problems as to affective education and contribute to improvement.The principal instrument was a questionnaire developed by the author.Semi-structured questionnaire was carried out in Zibo city--110 students in two secondary schools have participated in this small-scale research.In this research,a lot of cases have shown that the school and teachers still paid much attention to the academic development and affective education is basically‘blind area’.The suggestions for improvement were discussed.

Linking Hong Kong Secondary Students' School Belongingness with Pre-School Characteristics, School Experiences, and Out-of-Class Experiences

Framed with the model of Cashmore et al.(2011),this study examined the pattern of school belongingness of Hong Kong students with their pre-school characteristics,school experiences,and out-of-class experiences using PISA 2015 data.The total sample included 4703 Hong Kong secondary school students aged 15.Regression analysis revealed that Hong Kong secondary students9 school belongingness was predicted by pre-school characteristics,school experiences,and out-of-class experiences.Compared with two other categories of variables,out-of-class experiences had a stronger prediction in terms of peer relationships.Overall,family socioeconomic status(SES),student performance,selfmotivation,student-teacher ratio,and peer relationship were positive predictors,whereas school size was negatively predictive.In addition,the relationships of school belongingness with three categories of variables differed by immigrant status.Immigrant children had a greater sense of school belonging than local students.The findings add to the existing literature and may have implications for school administrators and teachers in relevant areas.

An analysis of the regional disparity in the average educational expenditure per senior secondary student and its relevant factors in China

The essay deals with regional disparities in the average educational expenditure of every ordinary senior secondary student,including budget funds for education,the proportion appropriated to the ordinary senior high school by the government,tuition fee per student and the proportion of tuition fees of the total educational expenditure.By analyzing the relevant educational and economic indicators,we find that the average educational expenditure and tuition of every student in the western area are lower than those in the eastern and the middle area while the proportion of funds allocated by the government is the highest.However,in the middle area,both of the government appropriation of education funds for every student and its proportion of the total educational expenditure are the lowest in China,but on the other hand the proportion of tuition fee of the total educational expenditure and the income of the rural residents are the highest.Therefore,the aim of this essay is to look at the reasons why there are such differences.

Design and Research of APP Interface Based on the Psychological Characteristics of Secondary Vocational School Students (Take English Learning App for Example)

This paper mainly revisits the interface design of the English learning app which is currently used by secondary vocational students by exploring the English learning of secondary vocational students and the psychological characteristics of secondary vocational students.The author puts forward some suggestions to the interface design of English learning APP which is suitable for secondary vocational students,hoping to provide some help for English learning of secondary vocational students.

Application of Bandura's Social Learning Theory in the Moral Education of Secondary Vocational College Students

In recent years,with the high rate of juvenile delinquency,people pay more attention to the moral education of students in secondary vocational colleges.Based on the framework of social learning theory,this paper explores the systematic and comprehensive application of social learning theory in the moral education course.From the cognition of the behavior to the selection and internalization of the representation of the model behavior,and finally the selective extemalization of the representation symbol to generate the behavior,the influencing factors and their utility in each stage of the production of moral behavior are analyzed step by step,assisting students to establish correct outlook on life and values,and cultivating their"key abilities."When students face a complex and diverse social environment,they can make judgments in line with the general moral standards of the society,and then seek to improve the effectiveness of the moral standards of secondary vocational students,and strive to maximize the effectiveness of moral education.

Application of Context Theory in English Vocabulary Teaching in the Secondary Vocational School

This paper conducts a study of English vocabulary teaching in the secondary vocational school based on context theory. Through the quantitative research method, results of the study indicate that it is effective for the secondary vocational school students to improve their vocabulary mnemonic ability, English proficiency and words guessing ability through English vocabulary teaching based on context.

Catering for Learner Diversity in Hong Kong Secondary Schools:Insights from the Relationships Between Students’Learning Styles and Approaches

Purpose:Catering for learner diversity is a key issue in the recent educational reforms in Hong Kong.The present study addresses this issue through an investigation of the relationships between students’learning styles and approaches to learning in Hong Kong secondary schools.Design/Approach/Methods:A total of 6,054 junior secondary students in Hong Kong responded to a questionnaire consisting of two instruments.A series of confirmatory factor analysis,two-way analysis of variance,and structural equation modeling analysis were conducted.Findings:The results identified three types of learning style among the students which are characterized by a cognitive orientation,a social orientation,and a methodological orientation.Some significant gender-and achievement-level differences were revealed.Compared with the socially oriented learning style,the cognitively and methodologically oriented learning styles were more extensively and strongly related to students’approaches to learning,even though these students showed a greater preference for the socially oriented learning style.Originality/Value:It is unwise to blindly cater for students’learning styles in classroom teaching and curriculum design.Teachers should adopt a comprehensive and balanced approach toward the design of curriculum and teaching which not only highlights the congruence between students’learning styles and teacher’s pedagogy but also integrates the constructive frictions between them into classroom teaching.

AN INVESTIGATION INTO SECONDARY SCHOOL STUDENTS' EFL LEARNING MOTIVATION IN NORTH JIANGSU

This paper is a report of a survey study of secondary school students' EFL learning motivation in North Jiangsu. Several motivational theories other than Gardner's traditional social-psychological approach have been exploited in the design of the questionnaire in the hope of better describing EFL learning motivation in a situation-specific context from different perspectives and checking the validity of various motivational theories in explaining EFL learning motivation in China.

The comparison study of Chinese and American secondary school students’knowledge structure—an experimental research based on concept map assessment technique

A concept map is a schematic device for representing a set of concept meanings embedded in a framework of propositions.It can be used to evaluate students’knowledge structure.This article introduces the comparative study of Chinese and American secondary school students’knowledge structure.They are compared quantitatively and qualitatively in terms of mean score,individual proposition scores,proposition choice and map structure.The results indicate that students’knowledge structures in the two countries are remarkably different.Compared with American students,Chinese students’ability to take an exam is stronger and their mean score is higher.However,Chinese students need to improve their general knowledge and creativity although their basic knowledge is solid and they are better in mastering discipline knowledge and knowledge application.

Managing Behaviour in Classrooms

Managing the class is a fussy but indispensable job for the class teacher.The relationship between teachers and students is a subtle one,which is different with each group.So it is a duty to manage their behaviour,meanwhile the teachers'skills of management appears more important.