Education and Social Work ISSN Print: 3079-515X ISSN Online: 3079-5168
Exploring New Teaching Way: Integrating the Silent Way with Artificial Intelligence
This paper discusses the integration of the Silent Way and Artificial Intelligence (AI) in language teaching. The Silent Way is a learner-centered pedagogical approach that emphasizes minimal teacher intervention and encourages students’ intrinsic motivation. As AI technologies such as intelligent feedback, speech recognition, and adaptive learning become more prevalent in education, there is increasing interest in their potential to enhance traditional teaching models. However, effectively embedding AI into classrooms without compromising learner autonomy remains a significant challenge. This paper analyzes the philosophical and practical compatibility between the Silent Way and AI through conceptual discussion and proposes that the Silent Way may serve as a humanistic corrective to the over-mechanization of AI teaching. The study offers strategic suggestions for integrating AI tools in ways that preserve learner independence while enhancing pedagogical flexibility.
Copyright (c) 2026 by author(s) and Erytis Publishing Limited https://creativecommons.org/licenses/by-sa/4.0
A Research on Peer Review in the Teaching of Continuation Writing
This paper explores the role of peer review in continuation writing, emphasizing its impact on improving writing skills, critical thinking, and student collaboration. Peer review encourages students to reflect on their own and others' work, which enhances narrative coherence, language use, and overall writing quality. The paper reviews literature on peer feedback, highlighting its ability to foster self-reflection, motivation, and writing refinement. Despite its benefits, challenges such as variability in feedback quality, student resistance, and time constraints can undermine its effectiveness. To address these issues, this paper proposes several strategies: providing clear feedback guidelines, offering peer review training, scaffolding the process for increasing confidence, and creating a supportive classroom environment. These approaches aim to ensure that peer review becomes a productive and engaging tool for students. The findings suggest that, when implemented effectively, peer review not only enhances writing quality but also strengthens critical thinking and revision skills.
Psychological Mechanisms and Intervention Strategies for College Students' Short-Video Addiction in Algorithmic Recommendation Scenarios
With the rapid proliferation of short-video platforms, short-video addiction among college students has become increasingly prominent, posing a significant challenge to both the quality of talent cultivation in higher education and the psychological and physical well-being of students. This paper systematically analyzes the psychological mechanisms underlying college students' short-video addiction from the perspective of algorithmic recommendation technologies. At the neural level, micro-duration stimuli optimized by algorithms trigger dopamine release through variable reward schedules, thereby generating conditioned usage impulses. At the psychological level, drawing upon the I-PACE (Interaction of Person-Affect-Cognition-Execution) model, the interaction between individual factors—such as time orientation, dual-system self-control, loneliness, and social support—and cognitive-emotional responses jointly drives the onset and maintenance of addictive behaviors. At the environmental level, information cocoon effects and peer social pressure further exacerbate addiction. On this basis, this paper proposes a multi-dimensional tiered intervention strategy: at the individual level, focusing on self-control training and future-oriented cognitive reappraisal; at the platform level, promoting algorithmic transparency and embedding anti-addiction design features; at the institutional level, developing mental health education and media literacy curricula; and at the societal level, refining algorithmic governance regulations and collaborative intervention networks. This study aims to provide a theoretical foundation and practical pathways for the scientific prevention and treatment of short-video addiction among college students.
Navigating the AI Turn: Teacher Agency, Role Transformation, and Pedagogical Strategies in Technology-Enhanced Foreign Language Education
Large language models and generative artificial intelligence, as representative language intelligence technologies, are driving foreign language teaching to evolve from the traditional "teacher–student" dyadic structure toward a "teacher–student–AI" triadic collaborative paradigm. Based on the rapid development of artificial intelligence at home and abroad in recent years, this paper systematically reviews the current applications of AI in foreign language teaching, the transformation of teacher roles and identity crises, as well as ethical and equity-related challenges. The study finds that AI applications in foreign language teaching are growing rapidly, yet exhibit marked imbalances across regions, educational stages, and domains—namely, an overrepresentation of higher education research relative to basic education, and a predominance of writing assistance studies at the expense of oral communication and critical reading research. Teachers' roles are shifting from knowledge transmitters to human–AI collaborative instructional designers, while simultaneously facing a dual crisis of technological anxiety and identity recognition. Issues of ethical governance and educational equity urgently demand systematic responses. This paper argues that the future development of foreign language teaching must move beyond mere technology adoption; instead, it should be teacher-centered, constructing systematic coping strategies through the enhancement of AI literacy, human–AI collaborative instructional design, curriculum and assessment reconstruction, ethical governance, and institutional support.
A Comparative Study of Application Writing and Continuation Writing Scores in Senior High School English Writing
Application writing and continuation writing are two predominant task types in senior high school English writing instruction, yet empirical evidence regarding performance differences and their interrelationship remains insufficient. This study analysed the mid-term examination writing samples of 90 Grade 10 students from a high school in Sichuan Province. Employing descriptive statistics, paired-sample t-tests and Pearson correlation analysis, it examined the distribution characteristics, significance of differences and correlations between the two types of scores. Results indicated that application writing scores were concentrated with limited discriminability, whilst continuation writing scores were highly dispersed; the score rate for application writing was significantly higher than that for continuation writing, with the difference reaching statistical significance (p<0.001); the correlation coefficient between the two types was extremely low, indicating no significant linear relationship. The findings suggest that application writing emphasises format reproduction and information transmission, whereas continuation writing involves integrated reading comprehension, creative conception and logical coherence, representing different levels of cognitive processing. Pedagogical implications including differentiated instruction, scaffolding and diversified assessment are proposed.
An Investigation of Teaching Strategies for Senior High School English Reading in the Context of New Curriculum Standard
New English Curriculum Standards for General High School (2020) states that the ultimate goal of English teaching in senior high schools is to cultivate students' English subject core competences. Students' learning and teachers' teaching are a process of mutual promotion. Therefore, teachers need to adopt effective reading teaching strategies to develop students' reading skills in the context of the NECS. At present, English reading teaching in China is restricted by many reasons. Therefore, it is of great significance to study the application of teaching strategies for English reading for senior high school English teachers. Three English teachers with different teaching experience were selected randomly to conduct interviews and their reading lessons were observed in order to investigate the current situation of reading teaching strategies used in Wen' jiang No. 2 senior high school. Through data collection and analysis, the author mainly addressed three questions: 1) What are the teaching strategies used by English teachers in reading classes? 2) What are the difficulties that teachers encounter in using reading teaching strategies? 3) What are the main causes of these difficulties? The application of English reading teaching strategies in senior high schools is generally good, but there are still some teachers who are deeply influenced by traditional teaching concepts and lack of teaching experience, making it difficult for them to be truly student-centered in the classroom. In addition, the teachers' teaching designs are fixed and teaching methods are modeled, which leads to the implementation of the NECS only superficially. Based on the issues identified in the research, it is necessary to enhance teachers' professional competence in concepts, strategies, and resource utilization through diversified training.
A Study on the Application of Interactive Teaching in Senior High School English Classrooms
Against the background of the 2025 General High School English Curriculum Standards, interactive teaching has become a vital approach to realize competency cultivation and the integration of teaching, learning and assessment. Conventional teacher-centered lecture-based teaching makes students receive knowledge passively and lacks sufficient English output opportunities, which hinders the comprehensive development of students' four core competencies. Based on second language acquisition and constructivist theories, this paper briefly sorts out the theoretical foundation of classroom interaction, analyzes prominent practical dilemmas in frontline senior high English classrooms, designs targeted interactive activity schemes for listening, speaking, reading and writing modules, and puts forward multi-dimensional optimization paths. The research provides operable classroom cases and theoretical references for English teachers to build interactive classrooms, mobilize students' initiative of language expression and improve the overall quality of English teaching.
Research on Ideological and Political Education Teaching Reform and Smart Curriculum Construction of Business English from the Perspective of AI Collaborative Coupling
From the perspective of teaching reform for high-order thinking practical training courses based on AI collaborative coupling, this study conducts teaching exploration on the integration of ideological and political education into Business English courses and the construction of smart curriculums. Based on the core coupling logic of coordinated integration between ideological and political education teaching reform and smart curriculum construction, this paper analyzes the design scheme, implementation process and teaching path mechanism of the ideological and political education integration paradigm for high-order thinking Business English courses under AI collaboration. Taking the agent-based ideological and political education knowledge graph on the Guangdong-Hong Kong-Macao Greater Bay Area Universities Online Open Course Alliance platform as an example, this paper summarizes and analyzes the action mechanism and teaching path of digital intelligent AI integration into Business English ideological and political teaching, and finally proposes the corresponding "two-way empowerment" three-integration three-stage progressive model for smart ideological and political education, as well as the new practical teaching path for Business English featuring "AI technology empowerment + value guidance of ideological and political education".
Ideological and Political Education in Courses
A Comparative Study of the Grammar Sections in the Old and New PEP Junior High School English Textbooks
This study investigates the similarities and differences between the grammar sections of the 2012 and 2024 editions of the People’s Education Press (PEP) English textbook for Grade 7, Volume I, and examines how these revisions influence teachers’ instructional priorities under the English Curriculum Standards for Compulsory Education (2022 Edition)j. Using comparative and corpus-based methods supported by textual analysis, the study systematically compares the two editions in terms of grammar coverage, sequencing, and modes of presentation. The findings indicate that both editions present grammar in meaningful contexts and provide example sentences followed by varied practice activities. However, the new edition covers a broader range of grammar and streamlines previously dispersed content into fewer, more integrated units. It also introduces practical grammatical structures earlier and organizes them more closely around students’ communicative needs. In terms of presentation, the new edition uses more word- and phrase-based unit titles to foreground thematic meaning, encourages students to discover and generalize grammatical patterns through observation and comparison, and replaces knowledge-oriented self-check activities with integrated reflective assessment. These changes shift the focus of grammar instruction from the explanation and mechanical practice of isolated rules to theme-guided, discourse-based, and inquiry-oriented language learning. The study concludes that the new edition is more closely aligned with the 2022 Curriculum Standards and better supports the development of students’ practical language use and core competencies. Accordingly, teachers should organize grammar instruction around unit themes and discourse, facilitate students’ independent discovery of grammatical rules, and create authentic contexts for meaningful language use.
PEP Junior High School English Textbooks
Research on the Paths to Enhance the Digital Literacy of Foreign Language Teachers
In the background of the intelligent era, with the increasing reliance on digital technologies, significant transformations have occurred in foreign language teaching methodologies. Therefore, it is essential to enhance the digital literacy of foreign language educators to keep pace with the evolving times. This paper delves deeply into the concept of digital literacy, aiming to assist foreign language teachers in better comprehending and accommodating to the requirements of teaching in the digital age; at the same time, it also analyzes the existing problems faced by foreign language teachers in improving their digital literacy and proposes corresponding improvement strategies. The study analyzes the challenges of improving foreign language teachers’ digital literacy mainly from three aspects, namely, individual, school and society, and proposes teachers’ self-improvement strategies, school support strategies and social collaboration strategies to tackle these challenges respectively, with a view to providing feasible reference paths for the high-quality development of foreign language education.
Research on Teaching Strategies for High School English Writing Instruction Assisted by Generative Artificial Intelligence
The rapid development of Generative Artificial Intelligence (GAI) technology has injected new momentum into the digital transformation of education, offering novel solutions to persistent challenges in high school English writing instruction, such as insufficient personalized feedback, limited resources, and low student interest. Grounded in the core competency objectives outlined in the National English Curriculum Standards for Senior High Schools, this study systematically explores practical strategies for GAI-assisted writing instruction. These strategies include: stimulating writing motivation through the creation of multimodal cross-cultural contexts; dynamically generating linguistic paradigms and structured scaffolds to enhance expressive accuracy; leveraging human-machine collaboration to deliver personalized, real-time feedback for optimizing the writing process; and utilizing intelligent collaborative platforms to deepen reflective thinking and critical reasoning skills. Practice demonstrates that GAI technology, through a synergistic model of "teacher-guided, student-centered, and technology-empowered" collaboration, significantly improves instructional precision and student engagement. While reducing teachers' mechanical workloads, it simultaneously strengthens the integrated development of language proficiency, thinking quality, and cultural awareness. However, teachers must remain vigilant about technological dependency and ethical risks, so as to further balance the relationship between technological empowerment and humanistic guidance, and to build a sustainable ecosystem for intelligent writing instruction.
Teacher-AI Collaborative Feedback in Senior High School English Writing Teaching
The increasing application of artificial intelligence (AI) in English writing instruction has brought significant changes to the way writing feedback is delivered. While AI-powered writing tools can efficiently identify language errors and provide immediate revision suggestions, effective writing instruction still depends on teachers’ professional guidance. Rather than replacing teachers, AI should be regarded as an instructional partner that supports the feedback process. From this perspective, teacher-AI collaborative feedback has become an important approach to improving writing teaching in senior high schools. Based on formative assessment theory and sociocultural theory, this paper discusses the necessity of teacher-AI collaboration in English writing instruction and proposes a collaborative feedback model that combines AI-generated language feedback with teachers' pedagogical guidance. It is argued that such collaboration not only improves the efficiency of writing feedback but also enables teachers to focus on students’ higher-order writing development, including content organization, logical thinking, and communicative competence. The paper further discusses the pedagogical implications of integrating AI into classroom writing instruction and emphasizes that teachers remain central to the learning process in the age of artificial intelligence.
Mind Mapping as a Process-Oriented Scaffold for Senior High School English Continuation Writing: A Pedagogical Framework and Case Illustration
This Continuation writing in China’s senior high school English examination requires students to read an incomplete story, understand its conflict, infer motives and relationships that are not fully stated, and write a coherent ending from two given paragraph opening sentences. This paper develops a literature-based teaching framework that uses mind mapping as a process scaffold. Before writing, an evidence map separates source facts, reasonable inferences, and planned events, and helps students select a feasible route. During writing, a paragraph map turns the route into clear moves and supports checks on source alignment, causal coherence, emotional development, and paragraph function. After writing, a revision map reconstructs the actual draft so that missing links, repetition, imbalance, weak source connections, and sudden emotional changes can be found. The 2022 National College Entrance Examination (New Gaokao Paper I) English task about David and a cross-country race is used as a classroom example. The paper argues that mind mapping is most useful when teachers explain the reasoning behind nodes and links, require source evidence for major plot choices, connect mapping with language support and assessment, and gradually reduce guidance. The framework is a conceptual teaching model, not proof that mind mapping alone improves examination scores.
A Comparative Study on the Impact of Native Language Negative Transfer on College Students’ English Writing
Native language transfer has a significant impact on second language acquisition, particularly evident in English writing. To investigate how the native language influences foreign language use, this study compared the timed writing tasks of 12 English majors and 12 non-English majors, analyzing the differential effects of negative L1 transfer across proficiency levels. Results showed that while both groups were affected by native language interference at lexical, syntactic, discursive, and cultural levels, there were differences in error types, frequency, and linguistic complexity. The study confirmed that higher language proficiency correlates with weaker negative L1 transfer and revealed interference patterns across learning stages, providing a basis for tiered instruction. Accordingly, this paper proposes differentiated teaching strategies to mitigate native language interference and enhance writing instruction effectiveness.
A Study on the Problems and Strategies of Deep Reading Teaching in Senior High School English Based on Disciplinary Core Competencies: Taking Unit 4 Journey Across a Vast Land as an Example
The Ordinary High School English Curriculum Standards (2017 Edition) explicitly identifies language competence, cultural awareness, thinking quality, and learning ability as the four core competencies of the English subject. Travelogue reading texts serve as important vehicles for cultivating these competencies and developing students’ higher‑order thinking. However, current senior high school English travelogue reading classes are commonly characterised by superficiality, examination‑oriented instruction, and fragmented teaching: class time is largely occupied by vocabulary and grammar explanation, with few contextualised language output activities or intercultural critical thinking tasks; low‑level information‑retrieval exercises dominate, while systematic reading strategy instruction, differentiated task design, and multidimensional process‑oriented assessment are generally absent. As a result, the four core competencies can hardly be developed in an integrated manner. Grounded in Bloom’s Taxonomy of Educational Objectives and Constructivist Learning Theory, this study takes Unit 4 Journey Across a Vast Land from the PEP Selective Compulsory English textbook for senior high school as the practical context. It identifies the existing problems in current reading instruction and proposes systematic improvement strategies under the deep‑learning framework from five dimensions: learner‑centredness, tiered activity design, enhanced classroom interaction, holistic unit‑based teaching, and diversified assessment. A complete 40‑minute deep‑reading instructional design is also provided, aiming to help students shift from surface memorisation to deep constructive reading.
A Study on Senior High English Reading Teaching Oriented to Deep Learning
Deep learning is an effective approach to cultivating students' key competencies and fulfilling the educational value of the English subject. By analyzing varied interpretations of deep learning, this paper summarizes its four core features and corresponding teaching implications from objectives, content, activities and assessment. Taking Sharks: Dangerous or Endangered as a carrier, this study puts forward targeted deep-reading teaching strategies. The strategies can resolve common superficial reading problems and support the all-round development of students’ key competencies, supplying practical teaching references for frontline senior high English teachers.
Activity-Based Approach to English learning
Technology Empowered Instructional Design for Primary English Teaching
The 2022 Compulsory Education English Curriculum Standards require deep integration of information technology and English teaching, elevating technology from a supplementary aid to an essential component of instructional design. However, current research on technology-empowered teaching mainly focuses on classroom implementation, with limited systematic exploration of instructional design as an antecedent stage. Grounded in the curriculum standards and oriented by the four core competencies of the English discipline. This paper articulates the core concepts, fundamental principles, and implementation pathways for technology-empowered primary English instructional design. It also presents a complete lesson design from PEP Grade 5, Unit 3, My School Calendar, to illustrate the approach.
A Corpus-based Analysis of the Use of Cohesive Device in Senior High School English Letters of Request for Help
This study investigates the use of cohesive devices in senior high school English letters of request for help, based on Halliday and Hasan‘s (1976) cohesion theory. From a corpus of 90 examination papers, 15 high-scoring and 15 low-scoring papers were selected for detailed analysis. The findings reveal that all 15 high-scoring papers (100%) demonstrated correct use of cohesive devices, while 13 out of 15 low-scoring papers (86.7%) were also free of cohesion-related problems. Only 2 low-scoring papers contained 3 conjunction errors, all involving conjunctions used as separate sentences. No problems were found in reference, substitution, ellipsis, or lexical cohesion in either group. These findings suggest that low-scoring students‘ difficulties cannot be primarily attributed to a lack of cohesive device knowledge; rather, their low scores are more likely due to weak basic language proficiency. Pedagogical implications for English writing instruction are discussed.
A Comparative Analysis of the Grammar Sections in the 2012 and 2024 Editions of PEP Junior Secondary English Textbooks
Grammar plays a fundamental role in foreign language teaching, while English textbooks serve as an essential resource for grammar instruction and learning. Drawing upon the English Curriculum Standards for Compulsory Education (2022 Edition) and adopting Larsen-Freeman’s Three-dimensional Grammar Framework as the theoretical lens, this study conducts a comparative analysis of the grammar sections in the 2012 and 2024 editions of the People’s Education Press (PEP) junior secondary English textbooks. The comparison focuses on four aspects: the placement of grammar sections, the presentation of grammar items, the presentation of grammatical knowledge, and the design of grammar practice activities.The findings indicate that the revised edition demonstrates closer alignment with the requirements of the curriculum standards and more effectively embodies the pedagogical principles of three-dimensional grammar, integrating the dimensions of form, meaning, and use. Compared with the previous edition, the revised textbook places greater emphasis on contextualized grammar learning, authentic communicative tasks, and the development of students’ pragmatic competence. Based on these findings, this study suggests that English teachers should strengthen contextualized instruction, optimize the design of grammar practice activities, and foster discourse awareness in order to facilitate students’ integrated understanding and application of the three dimensions of grammar.
Research on Strategies of AI Empowering English Teachers in Interdisciplinary Thematic Teaching
With the advancement of educational digitalization and curriculum reform, interdisciplinary thematic teaching has become a vital approach to integrated education and core literacy cultivation in English education. Under the new curriculum standards, traditional single-subject teaching can no longer meet the needs of cultivating students’ comprehensive thinking, making interdisciplinary thematic teaching an essential teaching practice for English teachers. Currently, frontline English teachers generally face prominent competency bottlenecks in interdisciplinary teaching, including inadequate interdisciplinary cognition, inefficient resource processing, insufficient thematic design capacity, rigid classroom teaching modes and backward evaluation concepts, which restrict the high-quality implementation of English integrated teaching. Artificial intelligence can provide full-dimensional digital support covering teaching resources, instructional design, classroom practice and teaching evaluation to compensate for teachers’ interdisciplinary teaching deficiencies. This paper clarifies the hierarchical connotations of core concepts related to English interdisciplinary thematic teaching, analyzes practical teaching dilemmas, and explores systematic implementation strategies for AI-empowered interdisciplinary teaching, aiming to provide practical references for frontline English teaching practice.
Constructing a "Teacher–Machine–Student" Collaborative Symbiosis: The Logic and Practical Pathways of a New Teaching Relationship in the AI Era
The rapid advancement of generative AI (AIGC) has brought unprecedented opportunities for improving teaching quality in higher education, yet unchecked reliance on technology alone breeds risks of alienation such as algorithmic servitude, emotional deficit, and a weakened teacher–student connection. Drawing on the theory of collaborative symbiosis, this paper develops a conceptual framework that reconceives the teaching relationship as a "Teacher–Machine–Student" triadic Collaborative Symbiosis. It constructs the PAU Collaborative Framework, in which the teacher (Professional) leads value guidance, AI (AI-agent) provides cognitive support, and the student (User) is repositioned as a co-creative subject, with an "emotion–cognition dual axis" division of labor as its core operating mechanism. On this basis, the paper argues that collaborative symbiosis can systematically reshape teaching along three dimensions—teaching culture, teacher–student interaction, and learning atmosphere. The argument is illustrated with practitioner observations and with empirical findings drawn from the author's prior quasi-experimental study (Zhang, 2025), in which the accuracy of students' English expression of policy concepts rose from 44.7% to 82.7%; these figures are used illustratively rather than as new experimental evidence. The paper further proposes four recommendations centered on "Human–Machine Value Addition"—building a diversified evaluation system, establishing a three-level verification mechanism, driving a teacher-development loop, and moving from control to co-construction in cultural governance—thereby cultivating a new ecosystem of Quality Culture oriented toward the AI era.
Research on the reform of " Accounting plus International Rules " compound talent training mode from the perspective of STEM
The deep integration of economic globalization and digital economy puts forward new requirements for the ability structure of accounting talents. The traditional training path with local standards as the core is gradually misaligned with the actual needs of multinational enterprises and international accounting firms. STEM education emphasizes interdisciplinary integration and problem orientation, which provides a feasible way for accounting education reform. Based on the four-dimensional connotation of STEM, this paper analyzes the fragmentation of international rule teaching, the lag of digital technology integration, the lack of practical scenarios and the lack of quantitative analysis ability in the current "Accounting plus International Rule" talent training, and constructs the "four-dimensional integration" training framework. The implementation path is proposed from four aspects : curriculum system, teaching method, practice platform and evaluation system, which provides reference for the training of accounting international talents in colleges and universities.
An Action Study of the Effects of Multi-Subject Evaluation on High School Students’ Writing Self-Efficacy in English Continuation Writing
As continuation writing becomes a standard senior high English exam task in China, learners’ writing self-efficacy stands as a vital but understudied factor shaping their writing engagement and outcomes, yet most classrooms still rely solely on teacher evaluation and neglect students’ affective needs. This three-month action research integrates teacher, peer and self-assessment into Grade One continuation writing lessons to explore how multi-subject assessment impacts students’ writing self-efficacy. Mixed data are collected: pre- and post-intervention questionnaires track self-efficacy shifts, while semi-structured interviews, teaching journals and student writing samples supply qualitative evidence. Findings reveal overall improved self-efficacy, especially in content creation, textual coherence and task fulfillment. The three assessment forms function differently: teacher feedback builds initial confidence via clear guidance, peer review delivers vicarious learning and emotional comfort, and self-evaluation fosters long-term confidence through reflective thinking. Rooted in self-efficacy theory, this study identifies how multi-subject assessment stimulates diverse self-efficacy sources, and puts forward student-oriented formative assessment suggestions for integrated reading-writing teaching.
Research on Teaching Strategies of Pre-writing Reading Stage in AI-assisted English Continuation Writing
The General High School English Curriculum Standards (2017 Edition, Revised in 2020) sets core literacy as the orientation of English education, taking linguistic competence, cultural awareness, thinking quality and learning ability as key training objectives. As a reading-writing integrated test task for the college entrance examination, continuation writing fits the demand of core literacy cultivation, and pre-writing reading serves as the decisive link of teaching effectiveness. This link currently faces two prominent problems: students only extract fragmented surface information and fail to sort out plot logic, emotional changes and textual foreshadowing; the teacher-centered sentence-by-sentence analysis breaks the integrity of discourse and prevents students from constructing complete narrative logic. The curriculum standards encourage the integration of information technology into English classrooms, offering policy support for AI-empowered teaching. With natural language processing technology, AI can deeply analyze source texts of continuation writing, visualize narrative clues and design differentiated reading tasks to address the drawbacks of traditional teaching. This model helps students achieve holistic text comprehension to improve their continuation writing, and supplies teachers with data-based learning diagnosis for targeted instruction. It bears practical significance for boosting students’ reading and writing competence and realizing the cultivation goals of disciplinary core literacy.
Continuity and Innovation in Reading Texts of Junior High School English Textbooks: A Comparative Study of Old and New PEP Grade 7 Editions
This study compares reading texts in the 2012 and 2024 PEP Grade 7 English textbooks across four dimensions: thematic contexts, discourse types, text length, and reading difficulty. Using Cunningsworth’s evaluation model and the 2018 English Curriculum Standards, it finds that the new edition retains life-oriented themes and practical genres while significantly enhancing ecological awareness, digital literacy, and cognitive challenge through longer, more syntactically complex texts and new media discourses. These revisions reflect a shift from skill training to integrated competency cultivation. Pedagogical strategies such as task-driven design, differentiated instruction, and digital resource integration are proposed to support effective implementation.
Designing Question Chains for High School English Reading under Core Competencies and Bloom’s Taxonomy
This study addresses the tendency toward low-order thinking in the design of question chains in senior high school English reading teaching. Based on the core literacy theory and Bloom's Taxonomy of Educational Objectives, it systematically explores a double-theory-oriented design pathway for question chains. The research initially constructs five empirical strategies, including text-type adaptation, hierarchical construction, and cross-cultural comparison, aiming to transform literacy objectives into operationalizable question chain designs through theoretical integration. Although focusing on the induction of practical experience and having limitations in sample coverage and long-term effect verification, this study expects to provide preliminary references for optimizing question chains in senior high school English reading teaching and explore feasible approaches for implementing core literacy in classroom instruction.
The Use of Metacognitive Strategy in Listening Teaching
This paper explores the application of metacognitive strategies in listening teaching, aiming to enhance students’ listening comprehension and self-learning abilities. The study investigates the theoretical foundations of metacognitive strategies, their implementation in listening instruction, and the effectiveness of this approach. Through literature review, the research demonstrates that incorporating metacognitive strategies in listening teaching significantly improves students’ listening performance, learning effectiveness and autonomous learning skills. The findings suggest that educators should integrate metacognitive strategy into listening training to foster more effective and independent learning.
A Comparative Study of Reading Materials in Senior High School English Textbooks from the Perspective of Core Competencies —Taking the Reading Texts in Compulsory Book 2 of the FLTRP and BNUP Editions as Examples
English core competencies represent the essential qualities cultivated in English subject education. As a pivotal component of English textbooks, reading texts serve as a vital window into language proficiency enhancement and knowledge acquisition for students. Therefore, this study focuses on the reading texts in Compulsory Book 2 of the FLTRP and BNUP editions of senior high school English textbooks. Employing comparative analysis and content analysis methods, it examines the distinctive features and limitations of the two textbook editions in fostering core competencies across four dimensions: language ability, cultural awareness, thinking quality, and learning ability. The research aims to provide educators with deeper insights into the instructional materials, thereby offering meaningful didactic implications.
Exploration on Scaffolding Teaching Model Application Strategies in Reading and Continuation Writing of Senior High School
With the gradual advancement of the new college entrance examination reform, a new type of examination part for the writing section, “Reading and Continuation writing” has appeared in front of people. This kind of novel examination section exerts a positive influence on the cultivation of students’ comprehensive language application competence, including reading, writing and critical thinking ability. The scaffolding teaching model is a student-centered teaching method that can reduce the difficulty of reading and continuation writing to a certain extent. To enhance the high-school English reading and continuation writing teaching, adopting research approaches like case analysis, grounding itself in an overview of the scaffolding teaching model, it is pointed out that teachers can skillfully combine the scaffolding teaching model with the teaching of reading and continuation writing through strategies such as building situational scaffolds, text reading scaffolds and so on, so as to provide some useful references for the teaching work of high school English teachers.
An Empirical Study on the Application of Production-oriented Approach in Junior High School English Writing Teaching
Junior high school is a critical stage for English learning, and writing teaching occupies an irreplaceable position in junior high school English curriculum. Traditional English writing teaching is teacher-dominated, focusing on knowledge indoctrination while ignoring the cultivation of students’ practical output ability, resulting in low learning enthusiasm and unsatisfactory teaching effects. As a localized foreign language teaching theory in China, the Production-oriented Approach (POA) advocates the teaching logic of "output-driven, input-facilitated and assessment-promoted", which is mostly applied to senior foreign language learners at present. This paper takes junior high school students as research objects, adopts experimental research method to explore the application effect of POA in junior high school English writing teaching. The results show that POA can effectively improve students’ English writing performance, optimize their learning attitude and cultivate good writing habits. On this basis, this paper puts forward targeted teaching suggestions, so as to provide practical reference for the reform and innovation of junior high school English writing teaching.