Education and Social Work ISSN Print: 3079-515X ISSN Online: 3079-5168
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.
Copyright (c) 2026 by author(s) and Erytis Publishing Limited https://creativecommons.org/licenses/by-sa/4.0
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.
A Study on the Foreign Language Teachers’ Professional Development Strategies in the Middle Schools under the Flipped Classroom Mode
The iterative updates in information technology and the continuous evolution of educational philosophies are profoundly reshaping the landscape of secondary school foreign language education. As a new model that disrupts traditional teaching processes, the flipped classroom shifts knowledge transmission to the pre-class self-directed phase and places the internalization of knowledge within the context of classroom interaction. This poses multidimensional challenges and demands on the professional competence of secondary school foreign language teachers. Building upon a clarification of the core characteristics of the flipped classroom, this paper analyzes its structural impact on secondary school foreign language teachers from dimensions such as pedagogical philosophy, role positioning, and technological proficiency. Consequently, a systematic framework for professional development strategies is proposed, aiming to provide theoretical references and practical pathways for secondary school foreign language teachers to adapt to educational reforms and achieve professional growth.
Secondary School Foreign Language Teachers
The Cultivation Strategies of Viewing Skills in High School English Video Teaching
With the rapid advance of information technology, video has become one of the most important ways to obtain information for modern people. General Senior High School Curriculum Standards: English（2017 Edition, revised in 2020）has added viewing as a new skill which is as important as listening, speaking, reading and writing. As the significant part of multimodal discourse, video discourse is the main object to view. Video teaching can help students to learn culture nature, enrich life experience and form correct values. However, some educators have insufficient understanding of the viewing skills. They often simply ask students to watch videos but not guide students to dig deeply into the content of them. Therefore, this thesis is to illustrate how to guide students to apply viewing strategies and cultivate high school students’ viewing skills in video discourse based on the pre-viewing, while-viewing and post-viewing mode with teaching cases.
The Application of Discourse Analysis in English Continuation Writing in Senior High Schools—A Case Study of 2025 National College Entrance Examination New Curriculum Standard Volume II
This paper focuses on the application of discourse analysis theory in the continuum writing in high school English, and takes The English Language Test of the 2025 National College Entrance Examination (New Curriculum Standard, National Volume II) as a case study. Firstly, the development of discourse analysis theory and the related background of continuum writing are sorted out, and the core concepts of discourse, discourse analysis and continuum writing are clarified. Then, this is followed by an in-depth analysis of the discourse of continuum writing in terms of the dimensions of discourse patterns and articulatory coherence. In terms of c discourse patterns, the discourse takes the “problem-solving mode” as the core, supplemented by narrative mode, and constructs narrative conflict through the chain of problem generation—strategy evolution—new problem derivation, which provides a logical guide for the continuation of the writing; in terms of articulation and coherence, the discourse's surface structural connection and deep semantic connection are analyzed from the means of denotation, logical connection, and lexical articulation. The results of the study show that the theory of discourse analysis can effectively guide students to grasp the logic and discourse features of reading and writing. Finally, the results of the study suggest teaching implications, emphasizing the incorporation of discourse analysis in teaching to improve students' discourse comprehension, logical thinking and comprehensive language use ability, and to implement the core literacy requirements of the new curriculum standards.
Copyright (c) 2026 by author(s) and Erytis Publishing Limited. https://creativecommons.org/licenses/by-sa/4.0
The Synergistic Path of TBLT and CBLT — A Scenario-Based Task Chain Model for Language Competence Integration
This study proposes an innovative Scenario-Based Task Chain Model to synergize Task-Based Language Teaching (TBLT) and Competency-Based Language Teaching (CBLT), addressing their respective limitations in fragmentation and goal ambiguity. Grounded in Robinson’s task complexity theory and van Lier’s ecological linguistics, the model constructs a three-dimensional reconstruction principle (structural, dynamic, and social) and a four-step design methodology (deconstruction, reorganization, ecologicalization, and evaluation). Through a case study on international business negotiation English courses, the research demonstrates that the situational task chain effectively integrates fragmented CBLT competence units into coherent, context-rich task sequences, fostering learners’ comprehensive language proficiency and strategic flexibility in real-world communication. Theoretical contributions include a dynamic “competence emergence” model, while practical implications involve guiding teacher role transformation and developing industry-specific task chain template libraries.
Innovative Pathways for Competency-Based Practical Education in Tax Law under the New Liberal Arts Framework
This paper examines competency-based practical education in tax law under the New Liberal Arts initiative, aiming to bridge the gap between traditional teaching and professional needs. By analyzing existing problems in teaching objectives, content, methods and assessment, and adopting competency-based education theory, it constructs a reform framework with backward design, dual-teacher collaboration, virtual-real integration and multi-dimensional assessment. The findings offer a practical path to cultivate high-quality legal professionals capable of responding to complex challenges in the digital economy.
Effects of Traditional and AI-Assisted Writing Feedback on L2 Writing Self-Efficacy
Writing self-efficacy is a pivotal motivational construct that exerts profound influence on second language (L2) learners’ writing engagement, persistence, and long-term academic performance. Writing feedback, as a core pedagogical intervention, serves as a primary external source shaping learners’ self-efficacy beliefs. Over the past decades, feedback practices in L2 writing have evolved from conventional teacher-centered modes to multi-agent models incorporating peer, self, and artificial intelligence (AI)-assisted feedback. This study systematically reviews theoretical frameworks, empirical findings, mediating mechanisms, and moderating factors concerning how traditional and AI-assisted feedback influence L2 writing self-efficacy. Drawing on a comprehensive analysis of domestic and international research, the review demonstrates that teacher feedback strengthens both cognitive and affective dimensions of self-efficacy, peer feedback fosters vicarious learning and emotional comfort, self-feedback enhances regulatory confidence, and AI-assisted feedback uniquely boosts learners’ beliefs through immediacy, personalization, and affective interaction. Mediators including flow experience, writing anxiety, and academic buoyancy are identified, alongside moderators such as learner proficiency, feedback frequency, and feedback specificity. The review further discusses critical research gaps regarding long-term effect sustainability, the complexity of AI feedback mechanisms, contextual diversity, and methodological limitations. Directions for future research are proposed to advance the field’s understanding of feedback efficacy and inform evidence-based L2 writing pedagogy.
Deep Reading in Senior High School English: Differentiated Teaching Strategies for Different Genres
This study aims to address the dilemmas of weak genre awareness and homogeneous teaching strategies in senior high school English reading instruction, which hinder students’ in-depth reading competence and the implementation of core competencies. Adopting the methods of experience summarization and case analysis, this research constructs genre-specific, operable deep reading strategies based on deep reading theory and the Activity-based Approach to English Learning. The strategies are tailored to three typical genres: narratives focusing on emotion and narration, expositions concentrating on logic and information, and argumentative texts centering on claims and reasoning. Typical texts from the FLTRP senior high school English textbooks are used for demonstration. The results show that the differentiated strategies can effectively guide students to shift from superficial information extraction to in-depth meaning construction and help teachers carry out targeted teaching. It is concluded that integrating genre features with deep reading is crucial to improving students’ discourse interpretation, logical thinking and critical reflection abilities, thus promoting the cultivation of English core competencies.
Dynamic Correlation Between Listening and Interpreting Abilities of Undergraduates Majoring in Translation at Applied Universities: A Longitudinal Study Based on the CSE
This study presents a one-year longitudinal investigation into the dynamic correlation between listening and interpreting abilities among undergraduate translation majors at an applied university — Zhejiang Yuexiu University — within the framework of the China Standards of English Language Ability (CSE). Building on prior cross-sectional research, this study tracks changes in students’ ability levels across four time points, identifies key drivers of improvement, and explores the causal direction of the listening-interpreting correlation. A mixed-method approach was employed, including CSE-based self-assessment questionnaires (modified to a seven-point Likert scale), academic performance analysis, semi-structured interviews, and an AI-driven personalized practising system. Results from 122 valid participants indicate that listening and interpreting abilities show a moderate positive correlation (r = 0.48 at baseline, increasing to r = 0.65 after one year). Cross-lagged panel analysis reveals a unidirectional causal path: listening ability at Time 1 significantly predicts interpreting ability at Time 2 (β = 0.42, p < 0.01), whereas the reverse path is not significant. Low-proficiency students benefit most from intensive listening training, while advanced students (CSE Levels 6–7) exhibit mutual reinforcement. The AI-adaptive training group (n = 25) showed significantly greater improvement in correlation strength (Δr = +0.24) compared with the control group (Δr = +0.09). These findings provide empirical support for curriculum optimization, dynamic assessment, and personalized AI integration in applied university translation programs.
Research on Strategies for High School English Reading and Writing Instruction from the Perspective of Production-Oriented Approach
In high school English teaching, reading and writing are key skills for improving students' pragmatic competencies. However, current high school English reading and writing instruction suffers from issues such as “the separation of reading and writing” and “the segregation of learning and application”, which hold much sway over the effectiveness of teaching and the enhancement of students' abilities. To address these issues, this paper introduces the Production-Oriented Approach (POA) with the aim of optimizing high school English reading and writing instruction through its theoretical framework and teaching strategies. Firstly, the paper analyzes the shortcomings of traditional teaching models, pointing out that “the separation of reading and writing” leads to a lack of effective input support for students, while “the segregation of learning and application” makes it difficult for students to apply their knowledge to real-life situations. The paper then elaborates on the theoretical connotations of the POA, including its core teaching processes and four teaching hypotheses, emphasizing the use of output tasks as a driving force to achieve a close integration of input and output. Based on this, the paper proposes specific application strategies, such as creating real-life contexts to stimulate students' interest, clarifying output tasks to guide students to read purposefully, providing targeted input to build a "scaffolding" for reading and writing, and enhancing students' reading and writing quality through diverse evaluation methods.
A Study on the Theory and Application of the 5E Instructional Model In Authentic Junior High School English Teaching
This study explores the inherent consistency between the 5E Instructional Model and the “authentic context” concept in the new curriculum standard. Based on the teaching case of Simple Past Tense in Unit 7, Grade 7 (PEP), it constructs an implementation path for authentic English teaching in junior high schools. Findings reveal that the 5E Model effectively addresses the dilemma of "inauthentic contexts" in traditional teaching by creating authentic situations, inquiry-based task design, knowledge transfer, and multi-dimensional evaluation, thereby significantly improving students’ language application and real communication competence. The research provides theoretical support and practical references for the reform of authentic English teaching in junior high schools.
An Investigation into the Practice of Senior High School English Reading Teaching from the Perspective of the Task-Based Teaching Method
Task-based teaching plays a crucial role in enhancing students’ English reading literacy. This paper elaborates on the concept and function of task-based teaching and, drawing on specific lesson examples, explores its pedagogical practice in senior high school English reading. By structuring the teaching process into three stages—“pre-task,” “while-task,” and “post-task” — the study aims to facilitate students’ deep understanding of the text theme meaning, promote the dual de-velopment of reading ability and thinking quality, and ultimately improve stu-dents’ English reading literacy.
Text Selection Strategies and Teaching Approaches for Multiple Text Reading in High School English Based on Thematic Meaning
High school English reading instruction often relies on close reading of single texts, leading to fragmentation, weak thematic integration, and limited critical thinking. Multiple text reading, which fosters intertextual dialogue, effectively addresses these issues. Guided by unit themes, this approach broadens perspectives and aligns with core English literacy requirements. Using the “Human and Society” theme and taking Unit 4 A Glimpse of the Future (FLTRP) as an example, this paper selects A Boy’s Best Friend and Satisfaction Guaranteed (PEP) for multiple text reading. It designs a thematic-meaning-centered lesson and proposes three text combination strategies: heterogeneous pairings, conflicting viewpoints, and Chinese-Western cultural comparisons. Additionally, a four-stage progressive teaching framework is developed: theme identification to issue generation, comprehensive reading to structured analysis, text comparison to thematic understanding, and thematic elevation to expressive transfer. This framework helps students construct thematic meaning deeply while enhancing critical thinking, cultural awareness, and language proficiency.
A Comparative Study of The Audiolingual Method and Communicative Language Teaching In Second Language Teaching
This study aims to conduct an in-depth comparative analysis of the application of the Audio-Lingual Method (ALM) and Communicative Language Teaching (CLT) in second language instruction. It will examine the similarities and differences between these two teaching approaches in terms of their theoretical foundations, instructional objectives, pedagogical principles, teaching methodologies, classroom procedures, and assessment systems. The research will further explore their respective strengths and limitations in second language teaching contexts, so as to provide valuable references and insights for pedagogical practice. Ultimately, this study seeks to promote the optimization and innovation of second language teaching methodologies and enhance learning outcomes.
Decoding the “Blue Pulse”: Digital Transformation and Cross-Cultural Narratives in the Communication of Zhejiang's Maritime Culture
Driven by both globalization and digitalization, marine culture has become a key arena for national soft power competition. Zhejiang, as one of the core birthplaces of China’s marine civilization, faces challenges such as outdated traditional narrative methods and insufficient international recognition in its cultural communication. Using “Blue Pulse” as a metaphor, this paper integrates three theoretical perspectives—ecological, cross-cultural, and digital humanities—to propose a path that reconstructs the communication system through digital transformation and activates emotional resonance via cross-cultural narratives. Drawing on theories from communication and cultural anthropology, this study analyzes cases of digital reconstruction of Zhejiang’s marine cultural symbols and develops a triadic communication model: “technology empowerment – narrative reconstruction – audience connection.” Empirical results show that immersive digital technology can enhance cultural perception by 37%, and cross-cultural narratives increase international audience recognition by 29%. This research provides a replicable digital communication strategy for China’s marine culture to go global.
Low-Carbon Restructuring of Core Course Content in Civil Engineering Education Under the Dual Carbon Strategy
Driven by the overarching imperatives of the carbon peaking and carbon neutrality strategy, the low-carbon transformation of the construction industry has imposed fundamentally new requirements on civil engineering talent development. Yet the structural misalignment between the prevailing curriculum and the competency demands of the industry's low-carbon transition has emerged as the central bottleneck constraining the quality of professional training. Grounded in the Outcome-Based Education (OBE) philosophy as its methodological foundation—and guided by the core principles of demand-driven curricula, competency-centered pedagogy, and iterative content renewal—this study proposes systematic reform schemes for four representative core courses: Civil Engineering Materials, Civil Engineering Construction Technology, Civil Engineering and Environmental Protection, and Concrete Structural Design. Each scheme encompasses the restructuring of instructional content through targeted additions and deletions, the upgrading of laboratory components, and the renewal of practical case studies. The findings provide an operationally viable reference pathway for implementing low-carbon education reform at the course level in civil engineering programs under the dual carbon imperative.
Reconstructing Ecological Justice in the Climate Crisis: A Social Ecocritical Reading of The Long Summer
In the context of the Anthropocene, the climate crisis has evolved from a mere ecological disaster into a systemic crisis with social, political and ethical dimensions. The imbalance of ecological justice has become the core crux hindering the radical solution to climate problems. Kim Stanley Robinson’s The Long Summer, grounded in rigorous climate science, focuses on the existential dilemmas of human society against the backdrop of 21st-century global warming. Through literary representations of geopolitical disparities, class divisions and institutional flaws, the novel exposes the alienation of ecological justice spawned jointly by capitalist modernity, anthropocentrism and geopolitical power games. Taking social ecocriticism as its core theoretical framework and based on the three-dimensional connotations of ecological justice—intragenerational, intergenerational and geopolitical—this paper analyzes the disorder of ecological justice triggered by the climate crisis in The Long Summer, explores the novel’s social-ecological critique of the roots of ecological injustice, and interprets the pathways and value orientations for repairing ecological justice constructed in the text. The study finds that Robinson, using literary narration as a vehicle, deeply integrates ecological critique with social critique and proposes a just framework that transcends capitalist logic, breaks geopolitical barriers and reshapes ecological ethics, providing important literary reference and ideological enlightenment for contemporary Anthropocene climate governance and the reconstruction of ecological justice.
Copyright (c) 2026 by author(s) and Erytis Publishing Limited. https://creativecommons.org/licenses/by/4.0/
The Study on Strategies for Promoting and Maintaining EFL Learning Motivation in Senior High School
Driven by globalization and curriculum reform, this paper aims to examine approaches for motivating and sustaining senior high school student’ engagement in English language learning. Students today commonly suffer from insufficient and unstable learning motivation, primarily stemming from exam-oriented thinking patterns and traditional teacher-centered teaching methods. Enhancing learning motivation is crucial, as it directly determines students’ engagement, persistence, and ultimate academic outcomes. Through theoretical and literature analysis, this paper proposes strategies to enhance high school students’ English learning motivation. On one hand, optimizing external support through differentiated instruction and classroom activities; on the other hand, stimulating intrinsic motivation by empowering students with autonomy, setting personalized goals, and cultivating a sense of accomplishment. The conclusion emphasizes the necessity of adopting systematic teaching strategies to promote the internalization of motivation, thereby transforming students from passive recipients into active, self-directed learners.
The Intrinsic Relationship between the English Learning Activity View and the 5E Instructional Model and Its Implications for Junior High School English Reading Teaching
The Compulsory Education English Curriculum Standards (2022 Edition) explicitly advocate the implementation of the "English Learning Activity View,”which encourages students, guided by thematic meaning, to engage in a series of comprehensive,and practical English learning activities—namely, learning and understanding, applying and practicing, and transferring and innovating—to achieve the deep integration of language, culture, and thinking. Meanwhile, the 5E Instructional Model (Engage, Explore, Explain, Elaborate, Evaluate), originating from science education, has gradually gained attention from English education researchers for its emphasis on students’ active construction, inquiry cycles, and conceptual change. This study employs theoretical analysis to explore the intrinsic relationship between the two theories. The findings reveal that both theories share a common foundation in constructivism, converge on a student-centered teaching philosophy, and follow the cognitive logic of "experience—inquiry—internalization—creation” in their practical pathways. Furthermore, the five phases of the 5E model are deeply isomorphic with the three categories of activities in the English Learning Activity View. Based on this relationship, the study proposes implications for junior high school English reading instruction: teaching objectives should shift from "knowledge acquisition” to "meaning construction”; activity design should move from "stacking discrete steps” to "creating a continuum of activities” ; the teacher’s role should transform from "knowledge transmitter”to "learning activity designer”; and evaluation should shift from "result-oriented”to "process-embedded.”
Research on the Application of Artificial Intelligence in the Deaf Abstract
The global population with hearing impairments exceeds 466 million, including approximately 20.54 million in China. There is a severe shortage of professional sign language interpreters, leaving individuals with hearing disabilities facing multiple barriers in information access, social communication, and educational learning. Artificial Intelligence (AI), leveraging core technologies such as speech recognition, natural language processing, computer vision, and deep learning, has achieved breakthroughs in assistive communication, educational rehabilitation, hearing health management, and public services for the hearing impaired. These advancements effectively bridge the digital divide and enhance the quality of life and social integration of individuals with hearing impairments. This paper reviews key application scenarios, technical approaches, and exemplary cases of AI in the field of hearing impairment, analyzes existing challenges, and outlines future development trends to provide insights for optimizing and implementing AI-assisted disability technologies.
Exploration on the Path to Prosperity of "Shanshui Qiaocheng"
Against the tide of high-quality economic development, Shanshui Qiaocheng is proactively pursuing transformation. This paper elaborates on how the region keeps pace with the times from four major dimensions. In terms of culture, Qiaocheng deeply explores its local cultural heritage, holds cultural festivals, builds cultural landmarks, strengthens its soft cultural power, and attracts tourists and investors. For technology-enabled agriculture, it introduces modern agricultural technologies, enhances the added value of agricultural products, constructs a smart agriculture system, and promotes the upgrading of the agricultural industry. In automation, it drives the intelligent transformation of the manufacturing industry, improves production efficiency and product quality, and builds a new highland for intelligent manufacturing. Meanwhile, through policy incentives and entrepreneurship support, it attracts college students to return home, injecting fresh blood and innovative vitality into Qiaocheng to jointly compose a new chapter of rural revitalization. In an era intertwined with globalization and modernization, Shanshui Qiaocheng, a region blending natural beauty and profound cultural heritage, needs to base itself on traditions while daring to innovate on its path to prosperity, so as to achieve economic prosperity and social progress through diversified development strategies.
Challenges and Strategies of Promoting English Teachers' Information Literacy for Professional Development in the Digital Era
Against the backdrop of the widespread application of information technology in education and the rapid development of educational information networks, the construction of educational informatization has become a core driving force for promoting the reform of modern education and teaching, and the requirements for English teachers' information literacy have been correspondingly raised. Different from teachers of other disciplines, English teachers need to integrate information literacy into all teaching links of listening, speaking, reading, writing and translation in combination with the practical and communicative characteristics of language teaching. This paper starts from the connotation and disciplinary characteristics of English teachers' information literacy in the digital age, analyzes the current development situation and prominent problems faced by English teachers in improving their information literacy, especially the development predicament of rural English teachers. On this basis, it explores the professional challenges brought by the digital age to English teachers' information literacy improvement, and puts forward targeted improvement strategies from the individual, school and social levels. It also takes the informatization construction of county-level English education as an example to discuss the practical path of cultivating rural English teachers' information literacy, aiming to provide a useful reference for the professional development of English teachers and the construction of English education informatization in the new era.
Research on the Moral Construction of Scientific Researchers in the New Era
Since the advent of the new era, China’s scientific and technological innovation has entered a stage of high-quality development. As the core driving force behind scientific and technological innovation, the moral attainments of scientific researchers bear a direct bearing on the success of the scientific and technological cause, the advancement of national innovation capacity, and the progress of social civilization. Based on the strategic positioning of scientific and technological innovation in the new era, this paper analyzes the current status and salient problems of moral construction for scientific researchers in China, and combines national requirements for science and technology ethics governance and the practice of academic ecosystem development to propose targeted optimization paths. This study aims to provide theoretical support and practical references for enhancing the moral cultivation of scientific researchers, fostering a healthy and upright research environment, and propelling the sound and sustainable development of China’s scientific and technological undertakings.