Education Press Research Articles

Explore the Teaching Design of English Reading based on the Alignment of Teaching, Learning and Evaluation

The “Alignment of Teaching, Learning and Evaluation” emphasizes the integration of teaching content, learning process and evaluation method in the whole teaching process, through which students’ comprehensive ability, teachers’ professional development and teaching reform can be facilitated. Taking Living Legends (Reading and Thinking) from Lesson 2, Unit 3, Book 1 by People’s Education Press as an example, this study explores how to guide students to complete the knowledge input, intake and creative output from text interpretation to practical application, then to innovation and transformation based on text and students analysis, aiming to sort out the specific methods and steps of integrated teaching, learning and assessment from macro planning to micro classroom teaching, and provide practical enlightenment for integrated reading teaching, learning and assessment in senior high school and useful data for theoretical research on teaching evaluation.

The application of greedy algorithm in the course selection and scheduling system of college students

On December 19, 2023, the Chinese Ministry of Education's press conference once again emphasized the continued expansion of undergraduate professional degree enrollment. Nowadays, under the influence of the expanding enrollment scale of colleges and universities, the reasonable allocation of limited educational resources has become the primary task of educators, and college students' course choice and course arrangement will directly determine their school life quality. However, the number of students is large, so the research topic of this paper is to use greedy algorithms to design a more efficient course selection and scheduling system. The course selection and scheduling system based on the greedy algorithm can save the resources required by manual scheduling to the maximum extent and directly improve the work efficiency of educators. The system designed and practiced in this paper is effective to a certain extent, and the effective use of the algorithm can avoid many problems in course selection and course arrangement.

An Analysis of Elementary Musical Creativity Contents in China

This study aims to examine and analyse the musical creativity content of elementary school music textbooks in China through qualitative document analysis. The selected materials are textbooks published by the People's Music Publishing House and People's Education Press for Grade 5 and 6 students. The frequency and percentage of musical creativity contents were recorded, and the corresponding musical elements and mediums were analysed. The results showed that the musical elements with the highest frequency are rhythm and melody, while the musical mediums with the highest frequency are vocal, body, instrument, and notation.

The Design and Implementation of Junior High School English Reading Teaching Activities Guided by the Concept of Authenticity

Based on the concept of authenticity, this paper explores how to create real situations, design real questions and implement real feedback in the reading class of English for People's Education Press, so as to arouse students' deep emotions, truly mobilize students' thinking to solve practical problems, and promote the consolidation of new knowledge in immediate feedback. Finally improve the core quality of students' English subject.

A Comparative Study of Junior High School Mathematics Textbooks between People's Education Press Version and Gyeonggi Province Department of Education Version: The Case of Similar Triangles

A Comparative Study of Junior High School Mathematics Textbooks between People's Education Press Version and Gyeonggi Province Department of Education Version: The Case of Similar Triangles

Six-Dimensional Guidance: The Strategies of Thinking Quality Cultivation in Senior High School English Discourse Learning

Taking the discourse learning of the new senior high school English textbook published by the People’s Education Press as an example, combined with the “six-dimensional guidance” deep reading strategy, and through the six-skill training strategies of “memory skill training, understanding skill training, application skill training, analytical skill training, evaluation skill training, creative skill training,” this paper aims to cultivate students’ thinking profundity, logic, flexibility, sensitivity, criticality, and originality. It also promotes the real implementation of senior high school English deep reading that points to the cultivation of thinking quality in classroom teaching, and realizes the transformation from “conventional reading” to “deep reading” that reflects the core literacy of the discipline.

구조적 토픽 모형을 활용한 기초학력 관련 담론 및 정책 동향 분석

Purpose: This study aims to investigate discourse and policy trends in basic academic achievement
 by analyzing texts associated with the subject. Exploring main topics and their changes in response
 to the dynamics of basic academic achievement guarantee policies will provide insights that can
 contribute to the development and improvement of relating policies.
 Methods: Structural Topic Modeling (STM) was employed to extract topics in analyzing academic
 journal articles, Ministry of Education press releases, and media articles. The topic prevalence was
 estimated and statistically tested in relation to the phases of the basic academic achievement guarantee
 policy, namely growth period, transition period, and confusion period. These policy phases served
 as metadata for the analysis.
 Results: Seven topics were extracted from academic journal articles, including academic achievement
 assessment, the characteristics of underachievers, and basic academic achievement policies. Another
 seven topics emerged in the Ministry of Education press releases, including basic academic achievement
 improvement programs, customized support for educational welfare, and online class and learning loss
 support. In media articles, nine topics were identified, including basic academic achievement
 improvement programs, support for linking specialized institutions, and controversies over how to
 conduct diagnostic evaluation. The prevalence of these topics changed over the policy phases.
 Conclusion: The study suggests that research on learner characteristics and vulnerable groups should
 be continued and expanded. It also emphasizes the importance of establishing long-term policies,
 fostering social consensus to strengthen the diagnosis of basic academic achievement, and providing
 support to enhance teachers’ expertise on basic academic achievement.

Teachers’ Attitude Resources in Translation Teaching from the Perspective of Appraisal Theory

Teacher discourse was rich in attitude resources and were able to facilitate the process of teacher-student interaction. This study is to determine the teachers’ attitude resources in translation teaching from the perspective of appraisal theory by conducting observations of the 16 winners of the 12th SFLEP (Shanghai Foreign Language Education Press) National Foreign Language Teaching Contest (Translation Major Group), transcribing their teaching videos into a written text corpus, and then exploring how these teachers use teacher discourse to organize and implement instruction, with an aim to reveal some implications for translation teaching.

The Representation of Chinese Culture in the People’s Education Press’ Junior High School English Textbooks

The Representation of Chinese Culture in the People’s Education Press’ Junior High School English Textbooks

Unit-Integrity Instruction Based on Thematic Meaning in Senior High School English Teaching—Taking the Selective Compulsory Course for High School English, Volume 4, Unit 3 “Sea Exploration” (People’s Education Press) for a Case

Unit-Integrity Instruction Based on Thematic Meaning in Senior High School English Teaching—Taking the Selective Compulsory Course for High School English, Volume 4, Unit 3 “Sea Exploration” (People’s Education Press) for a Case

A Corpus-based Teaching Design of Junior High School English Reading from the Perspective of Schema Theory

This paper takes the reading text The Night The Earth Didn＇t Sleep in Unit 4 of English for senior high School published by People's Education Press as an example to probe into the concrete process of designing English reading teaching activities assisted by corpus in senior high school under the guidance of schema theory. Through the word frequency list extracted from corpus, students are guided to predict the main topic of the text, so as to realize the lead-in of reading text, and trained to predict and to grasp the main facts, further to explore the content of articles and paragraphs through keyword list and concordance line, so as to map the text structure, which may contribute to students' reading skills of skimming and grasping key information; Finally, the corpus-based approach can also be used in the teaching of vocabulary and grammar at the linguistic level after acquiring the structure and content of the text at a macro level.

Analysis of Teacher’s Classroom Discourse Conversation from the Perspective of English Learning Activity Outlook—Taking the U3 Diverse Culture, a Compulsory Course for High School English in the People’s Education Press, as an Example

Analysis of Teacher’s Classroom Discourse Conversation from the Perspective of English Learning Activity Outlook—Taking the U3 Diverse Culture, a Compulsory Course for High School English in the People’s Education Press, as an Example

A Study on Illustrations of English Textbooks from the Perspective of Visual Grammar Theory—Taking the People's Education Press Senior High School English Compulsory One Textbook as an Example

A Study on Illustrations of English Textbooks from the Perspective of Visual Grammar Theory—Taking the People's Education Press Senior High School English Compulsory One Textbook as an Example

Implementation Strategies for Activating Student Creativity in Teaching through Examples—Taking the Shanghai Education Press High School Mathematics “Vector Projection” as an Example

Implementation Strategies for Activating Student Creativity in Teaching through Examples—Taking the Shanghai Education Press High School Mathematics “Vector Projection” as an Example

Current Situation and Countermeasure Analysis of History of Biological Science Teaching in Junior Middle School under the Background of New Media—Taking the People’s Education Press Junior High School Biology as an Example

Current Situation and Countermeasure Analysis of History of Biological Science Teaching in Junior Middle School under the Background of New Media—Taking the People’s Education Press Junior High School Biology as an Example

人教版与统编版初中语文教材中国古典小说选编比较研究

人教版与统编版初中语文教材中国古典小说选编比较研究

Study of College English Teachers’ Instructional Design Competence— Case Study of Teaching Methods

Teaching competence is very important for a teacher, and it is a basic skill of every teacher. However, there are few researches on Chinese University Teachers' instructional design competence, especially from the perspective of teaching methods. In order to investigate the teaching design competence of College English teachers, this study adopts the method of case analysis. The winning works of "Shanghai Foreign Language Education Press Cup" National English teaching competition were selected as the cases. Data analysis was made by using tables to list related evaluations. Data analysis shows that most participants can choose the appropriate teaching methods according to the teaching objectives, but only a few participants can choose innovative teaching methods. It is necessary to design teaching method according to teaching content. Some teachers cannot design teaching methods reasonably, which shows that teachers' ability to match teaching content and teaching methods needs to be improved. Teaching methods should be able to promote the realization of teaching objectives. However, the research shows that the teaching methods selected by some participants cannot help promote the realization of teaching objectives. The research shows that the overall teaching design literacy of university teachers needs to be improved. If we want to get a more accurate survey of the status quo, we should also have a deeper understanding about the instructional competence of teachers.

A Comparative Study of Secondary School Mathematics Teaching Materials from the Perspective of Reasoning--Taking "Pythagorean Theorem" as an Example

Education has always been a hot topic of discussion. From the results of junior high school mathematics assessments in recent years, there are differences in mathematical abilities between Eastern Europe and Europe and America. Since reasoning is crucial to understanding mathematics, we compare the "Pythagorean Theorem" in textbooks from China, the United States, and Singapore, examining the theorem's different types of reasoning and how it relates to previously acquired knowledge. The reasoning categories proposed by Shi Ningzhong, Harel, and Sowder serve as the fundamental basis for categorizing the varieties of reasoning in this research. The introduction of proofs for the hook and Pythagorean theorem is investigated for each edition of the textbook, and concerning the deductive reasoning ability, the People's Education Press edition (PEP) and Zhejiang Education edition (ZJE) editions are in the first tier, followed by Singaporean textbooks and American textbooks. In terms of the correlation between the Pythagorean theorem and what has been learned, the ZJE involves the most points of correlation. Finally, we discuss the implications of these results for teachers' explanations of the Pythagorean theorem: teachers can briefly introduce the geometric deductive proof process of the Pythagorean theorem to stimulate students' interest in learning mathematics.

Policy Dialogue: The Rodriguez Decision and Its Legacy

AbstractThis year marks the fiftieth anniversary of the San Antonio v. Rodriguez case, viewed by some as the worst decision in the US Supreme Court’s modern history. As legal scholar Erwin Chemerinsky observed, the court essentially declared that “discrimination against the poor does not violate the Constitution and that education is not a fundamental right.”1 Five decades later, how does this case from the past continue to exert its influence on the present? And how might the present have looked different if the court had reached a different conclusion?For this policy dialogue, the HEQ editors asked Bruce Baker and David Hinojosa to discuss the Rodriguez decision and its legacy, focusing particularly on how the case has shaped and constrained equity efforts in K-12 education. Bruce Baker is professor and chair of the Department of Teaching and Learning at the University of Miami. A leading scholar on the financing of public elementary and secondary education systems, he is the author of Educational Inequality and School Finance (Harvard Education Press, 2018) and School Finance and Education Equity (Harvard Education Press, 2021). David Hinojosa is the director of the Educational Opportunities Project at the Lawyers’ Committee for Civil Rights Under Law, where he spearheads the organization’s systemic racial justice work in guaranteeing that historically marginalized students of color receive equal and equitable educational opportunities in public schools and institutions of higher education. He is a leading litigator and advocate in civil rights, specializing in educational impact litigation and policy.HEQ policy dialogues are, by design, intended to promote an informal, free exchange of ideas between scholars. At the end of the exchange, we offer a list of references for readers who wish to follow up on sources relevant to the discussion.

Hey you! They're calling you Tinkerbell! What are you going to do about it?

Critiques and polemics calling for ‘doing away with study skills’ as an ineffectual ‘Tinkerbell’ mirage that plays into neoliberal, deficit, anti-academic agendas have appeared both in academic scholarship and the higher education press (see, for example, Richards and Pilcher, 2021, 2023; Wingate, 2006). Often originating from outside the learning development community, misinformed and misdirected, these criticisms gain traction with senior leadership and academic colleagues, and cannot be ignored, avoided, or dismissed if we are to promote our ethos (and preserve our jobs). So nearly right in many ways, but for the wrong reasons, they come too close to the mark to shrug off. Yet there has been very little response—let alone rebuttal—from the learning development community, individually or collectively. Robust critique is fair and demands a reply: ‘rising above it’ is not a scholarly response. Any reluctance to engage in outward-facing debate is surely a problem given that there is so much at stake for students and for ourselves.
 Are we going to let them talk about us like this?
 Questions:
 
 Are they right?
 Can you prove it?
 How will anyone know?