Curriculum Resources Research Articles

Understanding Early Childhood Science Education: Comparative Analysis of Australian and Finnish Curricula

This research is a comparative study of Finnish and Australian science curricula in early childhood education (EC). The study aims to figure out the constructivist components of the science curriculum in two countries as well as locate the similarities and differences in the rationale and aims, contents, learning outcomes, learning activities, teacher’s role and assessment. The curriculum analysis framework developed by Van den Akker (2003) was used as a methodological framework for the curricula analysis. Based on the theory-driven content analyses, findings show that both countries have several components of constructivist curriculum, but not always clearly focused on science education. The Australian Early Years Learning Framework (EYLF) integrates children’s science learning within their five specific learning outcomes, whereas the Finnish national core curriculum for early childhood education and care has no defined learning outcomes in general. The Finnish curriculum more clearly than EYLF encompasses science and environmental education as a learning domain, within which children participate in targeted scientific activities to gain procedural knowledge in specific environmental-related concepts. More focus should be turned to the teachers’ role and assessment, which are not determined in science context in both countries. This international comparative study calls for the need of a considered EC curriculum framework that more explicitly has science domains with specifically defined rationale, aims, content areas, learning outcomes and assessment criteria. The implications lie in providing early childhood educators with tangible and theoretically solid curriculum framework and resources in order to foster scientific thinking in young children.

RETRACTED: Research on intelligent teaching of finance based on hypermedia

With the rapid development of the financial industry, the total social demand has changed greatly, so it is imperative to cultivate talents in the financial industry. The arrival of information society promotes the development of social economy, and the traditional teaching methods have been difficult to meet the current situation. Under the promotion of national education policy, the construction of online open high-quality courses has made significant advantages, which further promotes the research of financial intelligent teaching based on hypermedia. Based on the analysis of the traditional teaching in our country, combined with the knowledge of economics and finance as the content carrier of the intelligent teaching system, a virtual teaching model is established to realize the research and development of the intelligent teaching system of finance. First of all, through reading a lot of relevant literature to understand the development trend and disadvantages of the development of online intelligent system at home and abroad, so as to compare the achievements of traditional financial teaching and intelligent teaching system, and explore the applicability of traditional teaching principles and related theories in guiding the construction of open courses of intelligent network system. Secondly, it summarizes the key elements and basic principles of the course design, and how to apply them to practical teaching. By combining the learning situation of the platform course in the form of questionnaire, it summarizes and analyzes the problems and deficiencies in the construction and learning process of the intelligent teaching finance course teaching design. Through the research of this paper, it is concluded that the financial intelligent teaching based on hypermedia can effectively promote the participation of students, improve the construction of curriculum resources, and reduce the pressure of traditional teaching.

Thinking spatially: a springboard to new possibilities

ABSTRACT This article argues that geographical theories are generative when to comes to understanding how educational disadvantage is produced and reproduced across generations. Spatial theories can inform critical interrogation of the ways in which students and their families from particular places, such as communities of poverty are represented in the media. Yet spaces and places can also become rich curricular resources when treated as assets for designing and enacting pedagogies of care and belonging.

School-Based Education to Address Pornography’s Influence on Young People: A Proposed Practice Framework

There is growing community and policy interest in educational efforts among children and young people to address pornography. Education on pornography increasingly is seen as a necessary strategy in the context of young people’s widespread exposure to pornography and the potential shifts in young people’s sexual and gendered lives and relations which this entails. What, then, does promising practice in education to address pornography’s influence look like? This article offers a framework for school-based pornography education. It begins with the rationale for conducting pornography education in schools in particular. The article then offers a detailed account of a proposed practice framework for school-based pornography education, emphasizing such principles as a whole-school approach, a robust conceptual approach, grounding in sexuality education, and participatory teaching and learning. It concludes by assessing an existing school curriculum resource, In The Picture, against this framework.

Case Study Chaoshan Proverb Course: Developing and Utilize Local Curriculum Resources for Effectiveness in the Education

History plays an essential role in carrying forward the spirit of patriotism, inheriting the fine tradition of human civilization, improving the humanistic quality of the people, and establishing a correct world outlook, outlook on life and values. This paper case study Chaoshan proverbs and Qiaopi curriculum resources in class for effectivenessin. It expounds that the development and utilization of local curriculum resources can arouse students' emotional resonance and have great significance to the emotional education work of teenagers.

Research on Online CAD Course Teaching Mode Based on N+X Mode

In order to further enhance the design and innovation ability of students, students are taught hierarchically through the online learning teaching platform and the knowledge module setting of product structure design. Meanwhile, based on the curriculum research of the mixed classroom teaching model, this paper is composed to enhance the initiative of students in learning, realize layered teaching, and enhance the effectiveness of teaching. Classrooms are not the only place to give a lecture, and the diversification of teaching locations and learning time can be achieved, which makes communication and guidance between teachers and students as well as cooperation and communication between students and students more convenient, so that students' team assistance ability can be effectively improved. Therefore, on the online learning platform, curriculum resources can realize the quantification of resources, which enriches the classroom and achieves the process and data evaluation of students so as to implement the objectivity and effectiveness of the evaluation.

Discussion on Mixed Teaching of Mathematics Courses in Applied Universities

With the continuous development of the times, the society's requirements for talents have also increased significantly. Traditional classroom teaching has a certain unity and does not meet the needs of the development of the times. Therefore, a hybrid teaching mode combining multiple methods has begun to appear In teaching. It is not only relatively rich in curriculum resources and relatively flexible in teaching methods, but also has a certain pertinence and enlightenment. Therefore, it needs to be applied in college mathematics courses. This paper conducts a detailed research on the mixed teaching of mathematics courses in applied universities.

Know What You Need: A Special Educator’s Guide to Locating and Asking for Classroom Curricular Resources

Know What You Need: A Special Educator’s Guide to Locating and Asking for Classroom Curricular Resources

Research and Practice of the “Dual Subject, Whole Process” School-Enterprise Collaborative Education Model in Higher Vocational Colleges

School-enterprise collaborative education is a new model for cultivating innovative and applied talents. Higher vocational colleges should build a close, stable and in-depth school-enterprise cooperation education mechanism. It is necessary to start with the interest-driven mechanism, communication and coordination mechanism, power restriction mechanism, and interest protection mechanism. School-enterprise collaborative education can be carried out by the school-enterprise cooperation council through the joint development of talent training plans, joint development of curriculum resources, and mutual employment of school-enterprise personnel , Practice training base “internal and external training”, comprehensive evaluation of the quality of personnel training and other methods, to achieve a comprehensive cooperation mechanism of school-enterprise personnel education, resource sharing, personnel sharing, base construction, and quality evaluation.

基于“两性一度”的机械原理资源建设与实践

基于“两性一度”的机械原理资源建设与实践

Online Education and Wireless Network Coordination of Electronic Music Creation and Performance under Artificial Intelligence

This paper is aimed at studying the online education and wireless network collaboration on electronic music creation and performance under artificial intelligence (AI). This paper uses a fuzzy clustering algorithm (FCA), designs the sensor network‐related equipment, and uses AI to design an electronic music creation system. The analysis of simulation experiments suggests that under the premise of increasing the number of neighbors, the Mean Absolute Error (MAE) and Mean Squared Error (MSE) of collaborative filtering and fuzzy C‐means clustering algorithms show a downward trend. However, with the same number of neighbors, the filtering matching algorithm is greater than FCA regarding the mean values of MAE and MSE. Meanwhile, on the electronic music performance system of AI, the digital module is designed and the sound data are imaged on the oscilloscope, and the collaboration of electronic music online education and wireless network is completed. The following conclusion is drawn: modularizing the creative mode of intelligent electronic music has achieved higher computational efficiency. Through the oscilloscope, the sound feature is converted into the image structure, and the corresponding sound and image mode is formed, which realizes the purpose of online electronic music intelligent matching and optimizes the effect of online education. In the AI environment, the matching degree of verification electronic music curriculum resources is better than traditional matching algorithms, and the accuracy is higher.

Design and Realization of Big Data Learning Aid System Based on MOOC

At the beginning of 2020, in the face of the sudden new crown epidemic, the Ministry of Education proposed an emergency response policy of “stopping classes without stopping school”, and various teaching units have carried out unprecedented online teaching practices. This large-scale online teaching wave has accelerated the development speed and application scope of “Internet + Education”. Based on the big data learning support system, with teachers and students as the main body, using big data technology to integrate high-quality teaching resources and reduce teaching Cost, design and implement teaching aid system for teachers and students. Based on massive online learning data, through intelligent analysis of academic data, it will provide learners with learning suggestions, online examinations, teacher-student activities, assist teachers in implementing student evaluations, carry out precise teaching and research, and improve the curriculum resource construction system.

A Study of Innovative and Creative Curriculum System Based on Quanzhou Maritime Silk Road Culture

Innovative Creativity Course is a learning system with students as the main body and innovation as the carrier.This study analyzes the necessity of integrating regional culture into innovative and creative curriculum, and illuminates the cultural characteristics of Quanzhou Maritime Silk Road (MSR) from the perspective of regional culture. On this basis, this study proposes that innovation-driven curriculum contributes significantly to the cultivation of qualified designers, and summarizes the four approaches (i.e., deepening of the integration of education and industry and establishment of the integrated teaching group, set-up of distinguished teacher and master studios for MSR culture, promotion of the model of shared curriculum resources, and advancement of the construction of the patent pool for the branded MSR culture) implemented to facilitate the pedagogical reform of innovative and creative curriculum and thus provide a solid theoretical and practical foundation for students to engage in design work.

Research and Practice of Course Mixed Teaching Mode Based on MOOC and Flipped Classroom

Blended learning model draws lessons from MOOC's network platform technology and combines the advantages of traditional methods and network learning. It not only plays the leading role of teachers in guiding, inspiring and monitoring the teaching process, but also fully embodies the leading role of students. The mixed teaching mode of MOOC and flipped classroom brings new challenges and opportunities to the teaching reform of vocational education. This paper first analyzes the connotation of the mixed teaching mode of curriculum, and discusses the preparation of curriculum resources, teaching process and methods, and curriculum effect evaluation. Practice has proved that the research based on online and offline mixed teaching mode can teach students in accordance with their aptitude, strengthen their communication and cooperation, enhance their autonomous learning ability, improve their team cooperation ability, and greatly enhance the teaching effect of the course.

School-based curriculum construction-an important way to build digital learning resources

Based on the perspective of learning-oriented social construction, this paper points out that learning-oriented social construction needs the change of learning mode, and digital learning is a new way of learning adapted to the requirements of this era, it can truly realize everyone, time and place to learn. A prerequisite for digital learning is to have digital learning resources, the current majority of primary and secondary schools in the basic education curriculum reform in the development of school-based curriculum, after appropriate adaptation, can become an important curriculum resources in digital learning. Primary and secondary schools’ school-based curriculum has other digital learning resources incomparable advantages, it has the advantages of norms, systems, easy to accept, easy to spread, etc, for promoting primary and secondary schools’ school-based curriculum become digital learning curriculum, we should select the curriculum appropriately, edit it scientifically, and attach great importance to curriculum implementation assessment and update.

An Examination of the Curricular Resource Use and Self Efficacy of Utah School-Based Agricultural Education Teachers: An Exploratory Study

There has been a large variety of curricular resources utilized by School Based Agriculture Education Teachers. These resources vary in many ways, including structure, organization, depth of knowledge, and flexibility. The purpose of this study was to explore the Pedagogical Design Capacity of Utah SBAE teachers’ through a close examination of the relationship between a teacher’s level of self-efficacy and the types of curricular resources they utilized in their classroom. A sample of 114 was drawn from the population of 146 in Utah. Of the 13 curricular resources identified, the curriculum provided by Utah State FFA had the highest frequency of use with 94.1% (f =32.0) of teachers reporting use. It was reported that the mean self-efficacy for Utah SBAE teachers was M = 3.80 (SD = .41). A positive correlation with teacher self-efficacy was reported for five of the resources, seven resources reported a negative correlation, and one resource was found to have a negligible correlation. Each of the resources which produced a positive correlation with self-efficacy were expertly developed curricular resources. Because teachers use several curricular resources, materials should be designed to be used in concert with other sources.

Curricular Resource Use and the Relationship with Teacher Self-Efficacy Among New Mexico School-Based Agricultural Education Teachers

School-based agricultural education programs have the potential to prepare students for successful lives and enhance career skills related to agriculture. For students to achieve instructional goals, they must have relevant materials. The teacher’s thoughts on how a subject should be taught influences their choice of curriculum resources, as well as their use of the resources. These choices ultimately have an influence on student learning. The purpose of this study was to determine the resources used by New Mexico SBAE teachers, examine the PDC of New Mexico SBAE teachers, and examine the relationship between resource use and self-efficacy for New Mexico SBAE teachers. The most frequently used resource was CAERT curriculum. CASE curriculum was determined to have both the highest level of offloading and adaptation. CAERT curriculum was reported to have the highest level of improvisation by teachers. Based on these findings, we recommend that the structure and organization of CAERT should be improved. Research should also be explored on how to develop materials that lead to adapting and improvising from teachers. Professional development and preservice programs should prepare teachers to enhance their pedagogical design capacity by finding various resources, critically analyzing their use, and modifying them to meet the goals of their students.

Comparitive Study of Cognitive Development of Students of Different School Systems in Pakistan

This study was conducted to explore the cognitive development of students of Madaris, public sectors and private sectors of Islamabad. It was quantitative research. A sample of 716 students was selected randomly from three streams of education. To measure the cognitive development of students, a standardized tool was used to collect data. The tests were administered, scored, and was analyzed through SPSS. Results showed a significant difference among cognitive development of students of three educational systems. Analysis of the data showed a significant difference among scores in subtests i.e. analogies, the odd one out, and similarities. Similarly, students of the private sector had better overall means scores than the mean score of students of Madaris and public schools. As the three systems claim for development of cognitive abilities of students therefore it is recommended that the curriculum, teaching methodologies and learning resources of the three systems may be compared and streamline them for harmonious cognitive abilities of students.

Agriscience Teacher Professional Development Focused on Teaching STEM Principles in the Floriculture Curriculum

Agriscience teachers help support the mission of the American Floral Endowment to inspire people to pursue careers working with plants by providing curricula related to ornamental horticulture. Nevertheless, an overall understanding of how the horticulture industry is connected to the studies of science, technology, engineering, and mathematics (STEM) has left a shortage of skilled professionals. A professional development program was designed to provide agriscience teachers with experiences focused on STEM concepts taught in horticulture and floriculture curricula. The Science Teaching Efficacy Belief (STEB) instrument was used before and after the three days of content specific inquiry-based instruction to determine participants’ perceptions of their performance pre, post, and post-post. While teachers showed growth in their mean scores for the Science Teaching Outcome Expectancy (STOE) and Personal Science Teaching Efficacy Beliefs (PSTEB) constructs of the STEB between all three testing periods, no significant difference was found across the period-of-time. It is recommended that teacher educators consider how to create professional development experiences for agriscience teachers that target content to positively impact teacher self-efficacy. Further, it is recommended that professional development opportunities contain follow-up communication to determine whether teachers utilize curricular resources and ascertain how the teacher’s new knowledge is transferred to inform instructional change. The final recommendation is to measure student learning outcomes as a result of content-specific teacher professional development.

An Alzheimer’s Curriculum to Educate the Current and Future Public Health Workforce

Alzheimer’s disease is the 6th leading cause of death among adults in the United States and the 5th leading cause for those aged 65 and older. Nearly 14 million Americans will be diagnosed with Alzheimer’s dementia by 2060, but the public health workforce is struggling to meet current demands. As the older adult population continues to grow, the public health sector will need to ensure a sizable and competent workforce is prepared to meet the needs of those living with dementia as well as their caregivers. In support of national efforts to promote and ensure a competent workforce, the Alzheimer’s Association, Centers for Disease Control and Prevention, and Emory University developed “A Public Health Approach to Alzheimer’s and Other Dementias” (ADOD) curriculum. The free, introductory curricular resource was first piloted by faculty and students at undergraduate schools of public health across the country; however, due to its broad applicability the curriculum has since been updated and expanded to educate graduate students in schools of public health, students in related disciplines, and practicing public health professionals. The curriculum provides an introduction to ADOD as a public health crisis, basics of dementia, the role of public health in addressing the epidemic, and the creation of dementia-friendly communities. The purpose of the curriculum is to educate future public health workforces about ADOD; encourage the current public health workforce to apply knowledge to practice; and seek to improve health outcomes for those living with dementia, as well as their caregivers.