High School Teaching Research Articles

The Impact of Chat GPT On the Role Transformation of Chinese Public Junior High School Teachers

The use of Chat GPT in the classroom has been receiving widespread attention, but research on its impact on the role transformation of middle school teachers is still lacking. This paper analyses the challenges that the application of Chat GPT poses to teachers and classroom teaching in Chinese public junior high schools. The analysis concludes that the application of Chat GPT will challenge the teacher's subject position as a single lecturer, the traditional knowledge system, and the classroom teaching model. Students' information literacy will also affect the consequences of the use of Chat GPT in the classroom. Based on these findings, this paper proposes the following suggestions: teachers should be transformed from traditional single-classroom instructors, skilled laborers, and professional knowledge transmitters into leaders of human-computer collaborative teaching, explorers of innovative classrooms, and leaders of information literacy. In this way, teachers in public junior high schools could find themselves still important to students in the classroom.

Venus’s phases: evidence supporting heliocentrism

Abstract The affirmation of the Copernican system marks a milestone in the history of science. However, in educational settings, theoretical and philosophical aspects are often prioritized, with less attention paid to the empirical and quantitative data supporting heliocentrism. The discovery of Venus phases by Galileo Galilei through his early telescope represents a compelling piece of evidence corroborating the Sun-centered model. A renowned drawing published in Galilei's treatise ‘Il Saggiatore’ (1623) illustrates this phenomenon and the anti-correlation between phases and apparent diameter. The analysis of the illustration reveals precise quantitative information comparable in accuracy to that which can be extracted from contemporary astrophotography. Inspired by this result, the galileian discovery has been revisited and tailored into activities suitable for both high school and college teaching levels. These activities invite students to construct their own empirical evidence for heliocentrism by analyzing digital images and using interactive digital tools for image manipulation. The topic has also been proposed at the university level through more advanced analysis techniques. The common aim at each level is to engage students in a dynamic ‘learning by doing’ experience, replicating pivotal moments from the history of science and transforming a topic traditionally confined to the history of ideas into a living, interactive subject.

The Impact of Learner Ill-Discipline on Teaching and Learning in High Schools of Waterberg District, Limpopo Province

Studies have indicated that lack of discipline among learners in schools is one of the foremost problems facing schools both nationally and internationally. This paper thus investigated the causal factors of learner ill-discipline at the school level with the intention to come up with practical measures that can be applied by the schools to curb learner indiscipline. The qualitative method with a case study approach was used to conduct an in-depth investigation into the phenomenon of learner indiscipline. Three high schools in the Bela-Bela township were sampled as participants for the study. Data was collected through one-on-one semi-structured interviews and document analyses on learner code of conduct and school disciplinary policy. Three (3) school principals, six (6) teachers and six (6) learners were interviewed. The findings revealed that schools are characterised by rampant levels of learner ill-discipline with a negative impact on teaching and learning. The study argued that two primary factors fuelling learner ill-discipline in schools are the inappropriate implementation of the learner code of conduct and the school disciplinary policy. It concluded that there is an urgent need for proper implementation of the learner code of conduct and the disciplinary policy in the schools. This study strongly recommends that education authorities put measures in place to ensure that schools comply with the proper implementation of the code of conduct and school disciplinary policy. The findings of this study contribute to a discourse in the body of knowledge in learner discipline. Keywords: Ill-Discipline, Learner Performance, School Disciplinary Policy, Code of Conduct

Teachers’ and Parents’ Attitudes towards (Native) Pronunciation and the Part Played by Assistant Language Teachers in English Pronunciation Instruction in Japanese Public Primary and Junior High Schools

In Japan, both teachers and learners of English often aspire to achieve a ‘native-like’ pronunciation. While several studies have highlighted this aspiration as problematic, the perspectives of parents and Assistant Language Teachers (ALTs), who may influence young English learners’ beliefs, remain understudied. This study employs a qualitative research method to examine the perspectives of English teachers, ALTs and parents in Japan regarding English pronunciation. It aims to identify the reasons behind their preference for ‘native-like’ pronunciation. Furthermore, the study explores the role of ALTs in promoting the importance of intelligible pronunciation. Through semi-structured interviews, ten participants share their perspectives and experiences. Using phenomenological analysis, the experiences shaping participants’ beliefs are distilled into ten themes. The findings reveal that deficiencies in English proficiency and confidence, recognition of accented speech, the influence of sound model in educational settings and instances of miscommunication with ‘native’ speakers contributed to Japanese participants’ perceptions of themselves as inferior to ‘native’ speakers. Additionally, teachers’ identities and parents’ scepticism about Japanese English teachers’ abilities reinforced the belief that Japanese-accented English is unsuitable for English teachers. To promote the value of intelligible pronunciation, the teachers and ALTs were required to possess knowledge about the instruction of intelligible pronunciation and recognise the equity of different accents. Although this study’s design does not allow for generalisations, it offers valuable insights for those transitioning from the Nativeness Principle to the Intelligibility Principle, considering social factors and personal experiences.

Prevalence of Toxic Teaching in High Schools and its Impact on Psycho-Social Well Being, and Academic Progression of Students

Prevalence of Toxic Teaching in High Schools and its Impact on Psycho-Social Well Being, and Academic Progression of Students

The Practice of Discourse-based English Reading Teaching in High School from the Perspective of English Learning Activities — Taking the Unit Theme "Launching Your Career" as an Example

The paper outlines the meaning and significance of the English Learning Activity View and analyses the concept of writing teaching based on the English learning activity view. Take Summer Camp Helpers Wanted, a writing board in the selective compulsory for Launching Your Career of the Public Version of High School English (2019 Edition) as an example, explore how to implement the English learning activity view in high school English writing teaching, that is, to introduce the topic before writing to stimulate the students' interest in writing; to cultivate the students' higher-order thinking during writing;and to cultivate the students’ ability to evaluate each other in high school from the perspective of English learning activities. It is argued that teachers should actively establish correct teaching concepts and optimize the teaching design by applying the English Learning Activity View to effectively improve students’ language proficiency, thinking ability, cultural awareness and learning ability, thus improving students’ core literacy of English.

How to Enhance Functional Adequacy in Senior High School Students’ Writing

With the reform of the new college entrance examination, senior high school English writing has received great attention. The English Curriculum Standards for Senior High Schools (2017 Edition Revised in 2020) proposes that English teaching in senior high schools should focus on cultivating students’ core competence in the English discipline. In particular, English writing, which can fully reflect students’ comprehensive English application skills, plays a significant role in English learning. However, according to current learning situation, the writing performance among senior high school students is not satisfactory. In the recent years, the importance of functional adequacy as an essential component of L2 proficiency has been observed by some scholars. Based on this, this study highlights the effectiveness of functional adequacy in facilitating students’ writing performance and emphasizes the importance of developing students’ pragmatic writing ability. Also, this study explores how to develop functional adequacy in senior high school students’ writing and puts forward some pedagogical implications of improving pragmatic performance in writing for English teachers.

The Application of Multimodal Teaching Mode in English Writing Teaching in Senior High School

With the deepening of education reform, English writing teaching in senior high school should be further optimized. Teachers should actively introduce new teaching concepts and teaching methods, so as to arouse students’ interest in English writing learning, strengthen their understanding and application of what they have learned, and improve the teaching effect. As a popular teaching mode at present, multi-modal teaching can greatly enrich the teaching content of senior high school English writing, broaden the path of education, and greatly promote the comprehensive development of students. In view of this, this paper will analyze the application of multimodal teaching mode in senior high school English writing teaching, and put forward some strategies for your reference.

Study on the Integration of Curriculum Ideology and Politics into Geography Classroom Teaching in High School

In the context of the implementation of the fundamental task of making people moral, the implementation of curriculum ideology and politics has become an inevitable trend of educational reform and development. In order to implement General Secretary's instruction that “all courses should be based on morality and provide courses that serve students' growth and success”, this study analyzes the connotation, value orientation and practice path of curriculum ideology and politics, combines the characteristics of geography, and mines out the rich elements of curriculum ideology and politcs in the teaching of geography in high school and proposes the application strategies. This study analyzes the meaning, value orientation and practice path of curriculum ideology and politics.

An interdisciplinary assessment of information literacy instruction

Information literacy is a crucial skill often overlooked by faculty in higher education, who expect incoming Gen Z students to have some ability to navigate the information landscape appropriately and efficiently either from prior high school instruction or simply by the ubiquity of information access. Assessments of college students' information literacy paints a different picture, indicating that information literacy instruction is required and that deliberate efforts should be made to aid students in proper evaluation and use of informational media. This study investigates the value of generalized information literacy instruction at a medium-sized, public 4-year university in a rural area. Student knowledge is assessed pre- and post-instruction to determine specific impacts of information literacy instruction on various facets of information literacy – source quality, relevance, and context. Specifically, the purpose of this research is to determine (1) whether information literacy varies across students in different fields/disciplines and (2) if so, whether generalized information literacy instruction tends to close those cross-disciplinary gaps or extend existing disparities. Data collected herein demonstrate that gains in information literacy vary substantially by academic discipline. For example, students in the College of Humanities and Fine Arts began with the second-highest average pre-instruction scores (75.00 %) and exhibited the largest gains between pre- and post-instruction assessments (+12.14 %). The results obtained in this study indicate that generalized instruction tends to inflate existing disparities in information literacy between disciplines. Based on these findings, there is ample evidence to suggest that discipline-specific information literacy instruction could provide students with larger individual gains and potentially allow information literacy to converge across fields.

Analisis Nilai-Nilai Pendidikan Pada Novel A+ Karya Ananda Putri Sebagai Bahan Ajar Pembelajaran Sastra Di SMA

The significance of education is a crucial value that is both instructive and practical for one's lifetime. Teachers in school or educators can transmit these ideals to their students. Presently, there is a prevailing belief that the significance of education should be given precedence in response to the declining moral and ethical growth of pupils. There is a significant prevalence of adolescent delinquency among pupils, including behaviors such as bullying, physical altercations, promiscuity, and others. The significance of education in daily life can be elucidated by examining literary works, particularly novels. The purpose of this study was to analyze the educational values present in the novel "A+" by Ananda Putri and to assess the potential use of these values as teaching resources for literary instruction in high schools. The research methodology employed is a qualitative approach utilizing reading techniques and note-taking methodologies. The research findings indicate that the novel A+ by Ananda Putri encompasses 14 educational values, specifically: 1) religious, 2) honest, 3) tolerance, 4) discipline, 5) hard work, 6) democratic, 7) curiosity, 8) respect for achievement, 9) friendly/communicative, 10) love of peace, 11) fondness for reading, 12) social care, 13) responsibility, and 14) independence. Moreover, these findings were utilized as alternative instructional resources in the form of educational value-based learning modules for twelfth-grade high school students. After undergoing validation by multiple experts, this training material achieved a score of 79.88%.

The Application Research of Reading-to-Write Mode Based on Thematic Context To English Writing Teaching in High Schools

The application research of reading-to-write mode based on thematic context to English writing teaching in high schools is a topic of wide concern in the field of education in recent years. This teaching method aims to guide students to form their own opinions in the process of understanding and analyzing these materials by selecting reading materials related to the course topic and encourage students to express these views through writing. This teaching mode can not only help to improve students reading comprehension ability, but also effectively promote students writing ability The thematic context refers to the linguistic environment and background that is constructed around a central theme or concept in a specific communication or text. It includes vocabulary, phrases, sentences, and the overall meaning and emotions conveyed by the context. Thematic context is not limited to literal content but also includes implicit, associative, and cultural connections that collectively provide a comprehensive and in-depth understanding of the theme. In different contexts, the same theme may have different expressions and interpretations, so understanding thematic context is crucial for accurately conveying and receiving information.

Exploring the Cultivation Path of Algebraic Thinking Ability for Junior High School Students

With the deepening development of mathematics education, the cultivation of algebraic thinking has gradually become one of the core tasks of junior high school mathematics teaching. As a fundamental ability in mathematics, it not only has a positive promoting effect on students logical thinking and abstract ability, but also provides important tools and methods for students to further learn advanced mathematical knowledge and solve practical problems. Based on the understanding of mathematical algebraic thinking, this article mainly discusses the importance of students algebraic thinking and how to cultivate students algebraic thinking ability in general operations, logical reasoning, mathematical modeling, etc. and explores new methods and approaches to cultivate students algebraic thinking in junior high school teaching.

Integration of Mathematics Culture and Mathematics Teaching in High School under the View of Flipped Classroom

The new curriculum standard suggests that mathematics culture should be integrated into mathematics teaching activities. With the support of information technology, how to better integrate mathematics culture and cultivate students' mathematics cultural literacy has attracted much attention. This paper applies theoretical research methods to explore the combination of mathematical culture with the flipped classroom for teaching mathematical culture. On the basis of clarifying the connotation and characteristics of both mathematics culture and the flipped classroom, and analyzing the current situation of mathematics culture teaching and flipped classroom teaching in high schools, this paper proposes strategies for integrating mathematics culture into high school mathematics teaching within the flipped classroom framework: 1. Creating high-quality microvideos for mathematics culture teaching; 2. Clearly defining students' objectives and tasks for independent pre-class learning; 3. Selecting teaching methods judiciously for effective in-class instruction; 4. Enhancing teachers' own mathematics cultural literacy through reflective evaluation. Through the above strategies, high-quality teaching micro-videos enhance students' interest in learning and their independent learning abilities. Clear independent learning objectives and tasks can effectively improve students' learning efficiency and help them construct their own knowledge. Appropriate teaching methods can stimulate students' interest in learning and improve the effectiveness of classroom assessments. With the help of the flipped classroom as a teaching mode, it can assist teachers and students in adjusting and improving their teaching and learning processes, and create a more interesting, diversified, and open learning environment. This environment fosters a deeper appreciation for mathematical culture among students. The aim is to better integrate mathematics culture knowledge and enhance students' mathematical literacy in personalized teaching.

SUBSTANTIAL VERSUS FUNCTIONAL PRINCIPAL AND THEIR INFLUENCE ON THE SUCCESS OF THE IMPLEMENTATION PROCESS OF ALTERNATIVE LEARNING TEACHING AND ASSESSMENT IN HIGH SCHOOLS IN ISRAEL

The article deals with two main types of school principals, a substantial principal and a functional principal, which were discovered during research, conveying the influence of principals' different management styles on alternative learning, teaching and assessment processes in high schools in Israel. The full research was a two-phase research, a quantitative phase and a qualitative phase, carried out in 30 schools throughout Israel and included 30 principals, 340 teachers and 337 students. The main findings of the research indicated that a principal of an substantial type prominently and significantly promotes alternative learning and evaluation processes, while a functional principal does not bring a significant contribution, and even hinders this process. This can be clearly seen by examining the relationships between the different variables of the research, when, for example, strong, significant and positive relationships were found between a variable such as an substantial management style and variables such as teaching and learning using alternative methods or assessment using alternative methods, as opposed to strong, significant, but negative relationships between those last two variables, and a variable of functional management style of the school principal. The article also includes conclusions as well as recommendations for exposing school principals to their strengths, which must be preserved, and also indirectly to their weaknesses, which make it difficult to implement alternative assessment processes, in order to additionally train themselves in diverse management habits.

A Study on English Reading Teaching and Subject Literacy Cultivation Strategies in High School: The Impact of Task-Based Approaches in High School Reading

This study takes the task-based approach to English reading teaching as the entry point and explores its role in fostering high school students’ English subject literacy through research methods such as questionnaire surveys and teaching experiments. The results indicate that compared to traditional teaching methods, task-based English reading teaching can better cultivate students’ comprehensive English application abilities and enhance the level of subject literacy, especially showing significant effects on the integrated training of language knowledge and discourse ability. There is a positive correlation between students’ English reading ability and subject literacy. The study proposes targeted strategies for English reading teaching to promote the development of subject literacy. This research provides theoretical basis and practical pathways for promoting task-based English reading teaching reform and achieving literacy-oriented teaching goals.

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.

An In-Depth Examination of the Sociocultural Framework-Informed Practical Model of Scaffolded Feedback in Enhancing Senior High School English Writing Instruction

This study deeply analyzes the application of scaffolded feedback in senior high school English writing instruction under the framework of sociocultural theory. Based on Vygotsky’s Zone of Proximal Development (ZPD) concept and Lantof’s 13-level Regulatory scale, this paper constructs a scaffolded feedback model to improve students’ writing ability through personalized instruction. This paper argues that under the framework of this model, teachers should follow the principles of negotiation, graduation and contingency when providing scaffolded feedback to ensure that students gradually transition from dependence on external adjustment to self-adjustment. In conclusion, the research finds that scaffolded feedback model can effectively promote the development of students’ self-correction ability and stimulate their independent learning and critical thinking. And the research can also provide theoretical basis and practical guidance for English writing teaching in high school.

Perceptions of Social Studies Teachers on Teaching Rationale in New Juaben Senior High Schools, Ghana: A Qualitative Study

This study explored how Social Studies teachers perceived the rationale for teaching and learning Social Studies in the New Juaben Senior High Schools in the Eastern Region of Ghana. Negative attitudes and behaviour among the youth in schools and after are becoming a great concern to Ghanaian society. The rationale for teaching and learning the subject is to produce good citizens. The above indicates that Social Studies as a subject is capable of developing positive attitudes and values in learners to bring about a reduction if not eradication, of negative attitudes among the youth in school and beyond school. For a subject to achieve its core mandate or rationale depends mainly on the teacher. It is based on the above that this research seeks to investigate how the teachers perceived the rationale for teaching and learning the subject at the Senior High Schools in the country. The research made use of qualitative design, using semi-structured interviews to explain and improve qualitative data knowledge. The simple random sampling precisely the lottery method was used to choose a sample size of 24 Social Studies teachers for the study. The study found that most of the teachers perceived the rationale for teaching the subject at the Senior High School as good and capable of producing good and responsible citizens. It is recommended that Social Studies teachers at the Senior High Schools should teach the subject along the rationale of the subject to produce responsible citizens.

Leveraging Artificial Intelligence for Enhanced English Reading Instruction in Senior High School

This article explores the transformative potential of integrating artificial intelligence (AI) technologies into English reading teaching in senior high school settings. With a focus on improving reading comprehension skills, enhancing personalized learning experiences, and providing adaptive assessment and feedback mechanisms, this article examines various AI applications tailored to the needs of high school students. Through a comprehensive review of relevant literature and case studies, it elucidates the benefits, challenges, and best practices associated with AI-driven approaches to English reading instruction. Additionally, this article offers insights into the pedagogical implications and future directions for harnessing AI to optimize reading instruction in senior high schools.