Education Press Research Articles

THE RESEARCH ON WENSHUSHAN GROTTOES. By LiTian. Edited by ZhengBinglin. One of the series “Dunhuang and the grotto art along the Silk Road” (Volume II). Lanzhou: Gansu Education Press, 2022. Pp. 4 + 462; illustrations, maps.￥96.00.

THE RESEARCH ON WENSHUSHAN GROTTOES. By LiTian. Edited by ZhengBinglin. One of the series “Dunhuang and the grotto art along the Silk Road” (Volume II). Lanzhou: Gansu Education Press, 2022. Pp. 4 + 462; illustrations, maps.￥96.00.

A Study on the Instructional Design of English Reading for Writing Class in Senior High School Based on Text Analysis

Taking Textbooks for Senior English of People’s Education Press (2019 edition), Book one, Unit one, Teenage Life, Reading for Writing section as an example, this article intends to explore an instructional design in the light of text analysis put forward by General Senior High School English Curriculum Standards (2017 Edition). It is aimed at helping students better comprehend the text and improve the teaching effect of English reading for writing class.

On the OBE-based Syllabus Design of the Audiolingual-visual-speaking Course

This research, on the basis of outcome-based educational theory, using Unit 10 in Book 1, New Experiencing English Viewing, Listening and Speaking by Higher Education Press as the teaching content, aims to design a syllabus for college English class. Focusing on results’ orientation of student, this paper is intended to promote the development of college English class, further improve the efficiency of college English class and also hope to provide substantial support for college English teaching studies.

The gendered migrant experience: a study of family language policy (FLP) amongst mothers and daughters in the Somali community, Bristol

ABSTRACT This article adopts a gendered take on Family Language Policy (FLP) by questioning the way that gender impacts on the issues faced by refugee woman during and after flight. For this reason, the ethnographically informed research addresses the concerns and experiences of mothers and daughters in the Somali community in Bristol, one of the fastest growing communities in the city but one that remains a ‘neglected social group … everywhere present but in many ways invisible’ (Wallace & Kahin [2017]. Somali parents and schooling in Britain (p. 1). UCL Institute of Education Press.), with little known about their experiences on or after arrival (Warfa et al. [2006]. Post-migration geographical mobility, mental health and health service utilisation among Somali refugees in the UK: A qualitative study. Health & Place, 12(4), 503–515.). The study of FLP not only contributes to our understanding of the processes of language shift and change, it also sheds light on broader language policy issues at societal levels. Analysis suggests that it is principally mothers who take on the demanding, yet invisible work of FLP in the home and that mis-matched fluency between mothers and daughters results in a fracturing of family relations with the potential for long-term emotional repercussions. The findings have implications for educational and public sector organisations involving immigrant communities.

Image System Analysis and Teaching Syllabus of the Second Compulsory Volume of the New Geography Textbook for Senior High School Published by Hunan Education Press

The second volume of Hunan Education Press’s required new geography textbook for senior high school contains a big number of photos, a high density, a wide range of image kinds, and a considerable improvement in image quality, according to a longitudinal comparison. We should pay greater attention to the educational usefulness of geographic pictures in the classroom, employ geographic images to make learning easier, and select standard geographic images for teaching.

Multi-modal Analysis of Textbook Discourse——Taking the High School English Textbook of PEP (2019 Edition) as an Example

Multi-modal discourse analysis is one of the hot topics in contemporary linguistic research. Based on systemic functional linguistics, visual grammar, and the complementary theory of conceptual inter symbol, this paper makes case study and statistical analysis of the images in new senior high school English textbooks published by People's Education Press, explores the multi-modal features of the textbooks and puts forward some suggestions on how to make use of the multi-modal features of the textbooks to promote modern English teaching.

Book Reviews

Scholes, Laura. 2018. Boys, Masculinities and Reading: Gender Identity and Literacy as Social Practice. New York: RoutledgeVillavicencio, A. (2021). Am I My Brother’s Keeper? Educational Opportunities and Outcomes for Black and Brown Boys. Cambridge, MA: Harvard Education Press.

Cultural Infiltration of Foreign Literary Works in Senior High School Chinese Textbooks

Foreign literary works are an important part of Chinese textbooks in high schools. However, the exam-oriented education results in a marginalized and unsatisfactory teaching of foreign literary works. Based on the high school Chinese textbook by PEP (People’s Education Press), teaching practices, and requirements of the new curriculum standards, this article analyzes the foreign literary works in the textbook, explores its value and the infiltration of cultural spirit in teaching, discusses the problems in teaching, as well as provides suggestions to them in hope to gain attention in the teaching of foreign literary works, broaden students’ horizons, and cultivate their humanistic spirit.

Interpreting Core Competencies of English as a Subject in China

The proposal of core competencies of English subject conforms to the goal for talent training, which puts forward higher requirements for English teaching. The core competencies of English subject include language ability, learning ability, thinking quality and cultural awareness. It emphasizes the development of students' core competencies, the cultivation of students' correct values and attitudes, and the realization of the educational value of English subject. Interpretation of the core competencies of English subject helps teachers to grasp teaching better and deeply, which will be useful for teachers to clearly apply the theories into teaching design, so as to achieve the purpose of educating people in English subject. This article interprets the core competencies of English subject in China and explains the meaning of related concepts: activity view on English learning and English subject ability. On this basis, this thesis will take a teaching design of a reading text in unit 5 in the 4<sup>th</sup> compulsory English book for senior high school students published by People’s Education Press as an example, to illustrate the realization of the core competencies of English as a subject in senior high school English reading teaching, which aims to provide enlightenment for teachers’ English reading teaching in senior high school in China.

Teacher Diversity and Student Success: Why Racial Representation Matters in the Classroom, by SethGershenson, MichaelHansen, and Constance A.Lindsay. Cambridge, MA: Harvard Education Press, 2021, 206 pp., $34(US), paperback.

Teacher Diversity and Student Success: Why Racial Representation Matters in the Classroom, by SethGershenson, MichaelHansen, and Constance A.Lindsay. Cambridge, MA: Harvard Education Press, 2021, 206 pp., $34(US), paperback.

Transformational Learning in Community Colleges: Charting a Course for Academic and Personal Success by Chad D. Hoggan & Bill Browning, Cambridge, MA: Harvard Education Press, 2019, 256 pages, $66.00 (cloth), $34.00 (paperback)

New Horizons in Adult Education and Human Resource DevelopmentVolume 33, Issue 3 p. 77-79 BOOK REVIEW Transformational Learning in Community Colleges: Charting a Course for Academic and Personal Success by Chad D. Hoggan & Bill Browning, Cambridge, MA: Harvard Education Press, 2019, 256 pages, $66.00 (cloth), $34.00 (paperback) Jessica M. Kubiak, Corresponding Author Jessica M. Kubiak jessicakubiak@mail.sunyjcc.edu orcid.org/0000-0003-1249-7643 Correspondence Jessica M. Kubiak, Jamestown Community College (SUNY) Email: jessicakubiak@mail.sunyjcc.eduSearch for more papers by this author Jessica M. Kubiak, Corresponding Author Jessica M. Kubiak jessicakubiak@mail.sunyjcc.edu orcid.org/0000-0003-1249-7643 Correspondence Jessica M. Kubiak, Jamestown Community College (SUNY) Email: jessicakubiak@mail.sunyjcc.eduSearch for more papers by this author First published: 08 November 2021 https://doi.org/10.1002/nha3.20337Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat No abstract is available for this article. Volume33, Issue3Summer 2021Pages 77-79 RelatedInformation

McLaren, Peter (writer) & Wilson, Miles (illustrator) (2019). Breaking free. The life and times of Peter McLaren, radical educator. Myers Education Press.

McLaren, Peter (writer) & Wilson, Miles (illustrator) (2019). Breaking free. The life and times of Peter McLaren, radical educator. Myers Education Press.

Opportunity for All: A Framework for Quality and Equality in Education by Jennifer A. O’Day and Marshall S. Smith. Cambridge, MA: Harvard Education Press, 2019. 296 pp., $34.00 (paper).

<i>Opportunity for All: A Framework for Quality and Equality in Education</i> by Jennifer A. O’Day and Marshall S. Smith. Cambridge, MA: Harvard Education Press, 2019. 296 pp., $34.00 (paper).

Online Education of Atomic Physics based on MOOC Platform

With the rapid development of the Internet, online education (e-Learning) has gradually become an important form of education. Traditional education has many shortcomings, and the e-Learning can overcome these shortcomings well. Massive Open Online Course (MOOC) is an online education model that anyone can use for free. China University MOOC is an e-Learning platform launched by NetEase and Higher Education Press in China. The MOOC has developed rapidly in China in recent years. The MOOC provides students with courses from well-known universities in China. There are many course resources on the MOOC platform, and students can choose the right course according to their own situation. In this paper, based on the teaching process of Atomic Physics course using the MOOC platform, we share some experiences for the teaching process, and we will explain how to use the MOOC platform to better improve the teaching.

Эпосы Дай под влиянием дуалистических религий

Эта статья является результатом исследования, поддержанного Фондом проектов молодых ученых Китайской академии социальных наук за 2017–2019 гг. В исследовании использованы полевые материалы и данные, полученные при на анализе эпического текста. Полевые работы проводились в основном в двух основных населенных пунктах Дай – в Дэхун и Сишуанбаньна. В ходе интервью с сельскими жителями, наблюдения церемоний для получения эффективной информации и народных сказок выяснилось, что схожие нарративы распространяются в разных регионах Дай, и содержание этих повествований отражает различное отношение к буддизму и примитивным религиям. За три года обучения автор переписал, перевел и аннотировал два эпических произведения: один из них – «Пэншанлуо», устная версия «Батамага Пэншанлуо» в исполнении двух певцов Дай на церемонии; а другой – «Чуангшиджи», изданный на языке дехонгдай. Есть некоторые различия между двумя эпосами по объему, содержанию, структуре, способу повествования и передачи.Дайцы утверждают, что у них есть сотни эпосов, и большинство из них связаны с буддизмом Тхеравады. Обычно они исполняют эти эпосы в неких религиозных мероприятиях: либо эпические певцы исполняют устно, либо глава верующих буддизма переписывает текст. Автор провел исследование, находясь внутри среды бытования эпоса. Благодаря полевым исследованиям и подробному текстологическому анализу, эта статья освещает вопросы формирования, развития и наследования эпоса Дай в контексте дуалистической веры.Статья имеет определенную структуру изложения. Во-первых, рассматривается дуалистическая религия этнической группы Дай: буддизм Тхеравады, пришедший из Таиланда, Лаоса или Бирмы, оказал большое влияние на литературу Дай; в то же время люди Дай придерживаются примитивной религии, глубоко укоренившейся в местной культуре. Затем эпосы детально анализируются, сопоставляются характеры повествования и структуры нескольких эпосов, включая эпические произведения «Батамага Пэншанлуо», «Чуангшиджи» и уникальные эпосы Алуанга. И наконец, исследуется взаимосвязь религиозной традиции и эпоса Дай.Проведенный анализ установил, что предки Дай переводили буддийские рассказы в стиховую форму письмом Дай, исходя из своего ритма. Между тем, они включили местные повествования и скомпилировали их в рукописи, имитирующие сутры, которые называются на китайском языке «Бэйе Цзин» (рукописи из пальмовых листьев), на языке Дай – «Лик» или «Тхам». Это разновидности сутр в стиле Дай, которые содержат эпосы Дай и являются символом дайской культуры. Помимо буддийских повествований, в этих сутрах также записано множество мифов, народных сказок, легенд и других знаний. Таким образом, эпосы Дай характеризуются двойственностью: с одной стороны, они содержат местные повествования, отражающие поклонение предкам и верования в анимизм этнической группы Дай; с другой стороны, они несут буддийские истории и отражают буддийскую мысль. Поскольку эпосы Дай имеют неразрывную связь с буддизмом Тхеравады, в дальнейшем автор намерен продолжить изучение эпосов Дай и проводить их сравнительные исследования с эпосами Юго-Восточной Азии и Индии.

Textbook Digitization: A Case Study of English Textbooks in China

The continuous promotion of e-teaching materials in the international education community prompted the Chinese government to incorporate the use of e-teaching materials in its educational system in 2010. This article introduces the different definitions of e-teaching materials in Chinese and international academia, analyzes the benefits and shortcomings of e-teaching materials by using the 2019 version of the English textbook for high school from The People&amp;rsquo;s Education Press. The study employs content analysis to provide an in-depth interpretation of how task setting in three textbooks reflects an inclination towards e-teaching materials from four aspects: listening, speaking, reading, and writing. Randomly selected units in three textbooks are used to discuss how digital elements contribute to the textbooks and to the emergence of the e-learning trend. Although China&amp;rsquo;s textbooks are not fully digitalized, a variety of teaching contexts, resources, and content connotations that appear in existing textbooks indicate that e-learning is now an essential element in Chinese English-learning textbooks.

An Analysis of Grade 4 Reading Textbooks used in Mainland China: Do the Texts and Activities Support Higher Order Reading Comprehension Skills?

The current study focused on the required Grade 4 reading textbooks published by Mainland China's People's Education Press. Using the construction–integration model (C–I; Kintsch in Psychol Rev 95:163–182, 1988; Discourse Process 39:125–112, 2005) as the theoretical framework, we analyzed the texts and activities in the textbooks on the following domains: (1) genre, (2) top-level structure (TLS), the C–I model activated in a (3) passage comprehension and (4) a word comprehension activity, and (5) whether the activities addressed the TLS to help students integrate prior knowledge under appropriate schemata. Our results suggested that among the 63 texts, only 2 had a comparison text structure. Also, only 20% of the 125 activities addressed a situation model of comprehension. Moreover, only 10 word comprehension activities were included in the textbooks (five promoted word comprehension in a situation model). Lastly, while many texts contained a problem and solution or cause and effect structure, most activities did not help students to identify the correct TLS. Therefore, the textbook design was not aligned with the C–I theory to promote higher-order reading comprehension skills. We suggested that textbook designers should consider a balanced representation of different TLSs, and teachers need to provide other activities that can guide students to comprehend a word and text in a TLS-appropriate situation model.

Study on Teaching Strategies of Novels in Secondary School—Taking Chinese Textbooks of People’s Education Press as an Example

As one of the four common literary genres, the novel has been receiving much attention and favour for a long time, and has its unique shining point, including mythology, chivalry, kung fu, science fiction, mystery, love, etc. Contents of the Chinese textbooks of People’s Education Press are diverse. There are more than 20 novels selected in secondary school Chinese textbooks for teachers and students to learn. Though it is small in proportion, it is worth studying. This paper explores the teaching strategies of the novels in the Chinese textbooks of People’s Education Pressinsecondary school, and tries to find out the ways in which teachers improve students’ learning interest in classroom teaching, so as to put the novel teaching into practice effectively.

初中化学教材中实验的比较研究——以“人教版”和“鲁教版”为例

初中化学教材中实验的比较研究——以“人教版”和“鲁教版”为例

Study on Text Reconstruction of English Textbooks in Chinese Senior High School from the Perspective of Language Images

Text reconstruction of textbook is a matter of usual means which can help the classroom guidance of students' learning and critical thinking development. The image configuration of English textbooks in Chinese senior high school becomes one of the new hot topics on logical thinking of English language learning and cognitive symbols now. And the competence of text reconstruction of English teachers is very important knowledge structure for their cross-culture cultivation of cognitive development of Chinese senior students. This study aims to: 1) find out how to stimulate students’ new interests in language classroom learning from text reconstruction of English textbooks; 2) investigate both teachers’ and students’ interests attitudes towards the text reconstruction of English textbooks published by People’s Education Press (Abbreviated as PEP); 3) optimize the language logical relationship between language and images in English textbooks in Chinese senior high school, by the mix methods of qualitative and quantitative research based on the theoretical foundation of language image theory and multimodal discourse analysis. A total of 200 teachers from China were investigated in this survey study. The conclusion are: 1) Language image can be found in English textbooks of senior high school, but the logical system of language image has not yet formed; 2) English teachers need improvement the training of text reconstruction to scientifically and accurately understand, extract the logical relationship between images and texts from English textbooks. Suggestions for English teachers are to: 1) broaden the content of different knowledge types of language images related to the text theme; 2) pay attention to cognition cultivation of students' perception on image logical system, so as to have a better understanding of knowledge structure on logical level system, cultural connotation and humanistic thinking expressed in the text; 3) pay attention to improve the classroom competence of text reconstruction which can help the students understand the deeper meaning between language and images from textbooks explanation process.