Junior Middle School Research Articles

Research on the Countermeasures of Junior Middle School Mathematics Teaching from the Perspective of Hybrid Teaching

Research on the Countermeasures of Junior Middle School Mathematics Teaching from the Perspective of Hybrid Teaching

A Brief Analysis of Mental Health Education in Chinese Teaching in Junior Middle School

A Brief Analysis of Mental Health Education in Chinese Teaching in Junior Middle School

Discussion on the Application of Mind Mapping in English Vocabulary Teaching in Junior Middle School

Discussion on the Application of Mind Mapping in English Vocabulary Teaching in Junior Middle School

Growth retardation of children and its influencing factors in the Nutrition Improvement Program for Rural Compulsory Education Students in 2019

Objective: To understand the growth retardation among primary and secondary school students in areas covered by the Nutrition Improvement Program for Rural Compulsory Education Students and its influencing factors to provide evidence for improving the nutrition status of rural students in China. Methods: The multi-stage cluster random sampling method selected 1 550 969 primary and secondary school students aged 6-15 years from China's central and western regions. The ratio of male and female students was balanced. The height was measured, and the growth retardation of students was determined according to the Screening Criteria for School-age Children and Adolescents malnutrition (WS/T 456-2014), from the school and county questionnaire survey related factors. The number of cases and percentages described the growth retardation of students, and the χ2 test was used for comparison between groups. Binary logistic regression was used to analyze students' growth retardation factors. Results: In 2019, the growth retardation rate of primary and secondary school students in areas covered by the Nutrition Improvement Program for Rural Compulsory Education Students was 5.7% (88 631/1 550 969), the growth retardation rate in the western part (7.1%, 66 167/927 954) was higher than that in the central part (3.7%,19 511/533 973) with difference statistically significant (P<0.001). The growth retardation rate of the boys (6.3%,50 665/803 851) were higher than that of girls (5.1%, 37 966/747 118), the difference was statistically significant (P<0.001). The growth retardation rate of primary school students in central China was 3.9%(14 914/380 598), higher than that of junior middle school students (3.0%,4 597/153 375, P<0.001). In contrast, the growth retardation rate of the western junior high school students (7.2%, 21 494/297 217) were higher than that of elementary school students (7.1%, 44 673/630 737), with a difference statistically significant (all P=0.009). Multi-factor logistic regression results showed that, in high income area (OR=0.829, 95%CI: 0.816-0.842, P<0.001), parents providing part of the meal cost (OR=0.948, 95%CI: 0.931-0.965, P<0.001), enterprises providing meals (OR=0.845, 95%CI: 0.805-0.887, P<0.001), schools providing milk (OR=0.780, 95%CI: 0.767-0.793, P<0.001), health education courses (OR=0.702, 95%CI: 0.682-0.723, P<0.001) and other local nutrition improvement efforts (OR=0.739, 95%CI: 0.720-0.758, P<0.001) were negatively correlated with the occurrence of growth retardation, The growth retardation rate of the students was lower. Conclusions: There appeared significant regional, gender, and age differences in the growth retardation rate of primary and middle school students in areas covered by the Nutrition Improvement Program for Rural Compulsory Education Students. Appropriate food supply in schools, health education courses, and parental participation in nutritional improvement was related to children's lower growth retardation rate.

Talking about the Professional Well-being of Rural Junior Middle School Teachers

Talking about the Professional Well-being of Rural Junior Middle School Teachers

Discussion on the Application of Heuristic Teaching in the Introduction of Junior Middle School Physics Teaching

Discussion on the Application of Heuristic Teaching in the Introduction of Junior Middle School Physics Teaching

The Application of Physical Training in Junior Middle School Football Teaching

The Application of Physical Training in Junior Middle School Football Teaching

Research on Scaffolding Instruction Strategies for English Writing Teaching of Rural Junior Middle School Students in China

In the teaching process of English composition writing of rural junior middle school students, there are some common cases that students "don't know how to start, the composition structure is not clear, the vocabulary sentence pattern is scanty and improper ". In view of these problems in teaching, this paper introduces scaffolding teaching strategy, designs the vocabulary sentence structure, writing frame, online interactive frame and other strategies to assist students in English writing based on the practice of English writing teaching. Through scaffolding teaching practice, the strategy and process of applying teaching scaffold to specific learning situation are explored. The results show that :(1) Scaffolding teaching ability can improve the English writing level of rural junior high school students, but also improve the learning interest of English writing in the process of learning;(2) Scaffolding teaching should not only pay attention to the process of knowledge construction, but also pay attention to the cultivation of students' interest in English learning to promote the development of learners' English writing ability.

The Influence of a School Social Network Intervention on Adolescent's Health Behaviors: A Gender-Specific Agent-Based Model.

IntroductionAdolescence is a crucial stage for health behavior development, which is associated with health in adulthood. School closures caused by the coronavirus disease 2019 (COVID-19) pandemic have exposed adolescents to an increased risk of obesity due to a lack of physical activity. Although social network interventions provide an effective approach for promoting health-related behavior, current practices neglect gender differences in adolescent behavioral patterns and emotional preferences. The aim of this study was to examine the effectiveness of centrality-based methods integrated with of gender contexts in a social network intervention to improve adolescent's health behavior.MethodsWe developed an agent-based model (ABM) that supports the small-world characteristics of adolescent social networks. Health-related data for junior middle school students (n = 234, 48% girls) were collected in November 2018, 2019 and 2020 in Tianjin, China. We simulated multiple network-based interventions with different criteria for influential agents (i.e., betweenness centrality, closeness centrality, eigenvector centrality, and PageRank) and a random condition. The rules for generating peer influence and accelerating behavioral changes were based on the diffusion of innovations theory, with gender specifications.ResultsAfter the school closures, there was a significant increase in the prevalence of overweight and obesity among adolescents, with a greater increase in girls than in boys (+8.85% vs. +1.65%, p < 0.001). Simulations showed that centrality-based network interventions were more effective than the random condition (average 6.17% per tick vs. 5.22% per tick, p < 0.05), with a higher efficiency in girls than boys (average 3.68% vs. 2.99% per tick, p < 0.05). PageRank outperformed other centrality conditions at the population level (6.37% per tick, p < 0.05). In girls, betweenness centrality was the best method (3.85% per tick, p < 0.05), while in boys, PageRank still had the greatest efficiency (3.21% per tick, p < 0.05).ConclusionsWe found evidence for gender differences in the negative impact of COVID-19-related school closures and the potential for centrality-based social network interventions to affect adolescent health behavior. Therefore, we emphasize the importance of gender-specific targeting strategies to further promote health-related school programs in the post-pandemic era.

How to Help Junior High School Students Reduce English Listening Anxiety

Through literature review, it can be found that listening anxiety of junior high school students is a common phenomenon. Starting with the study of the causes of junior middle school students' listening anxiety, this paper further analyzes what measures should be taken to reduce junior middle school students' listening anxiety, which can promote the improvement of teachers' English listening teaching level and provide new vitality for related research in the future.

Effectiveness of Health-Related Behavior Interventions on Physical Activity-Related Injuries in Junior Middle School Students.

The objective of this study was to determine the effectiveness of an intervention program based on Health-Related Behavior Theory (HRBT) in reducing physical activity-related injuries (PARIs) occurrence and individual risk-taking behaviors, as well as improving PA-related behaviors. A total of 1044 students from six junior middle schools in Shantou city were included and divided randomly into an intervention group (n = 550) and a control group (n = 494), respectively. The intervention group followed a prescribed PARIs intervention program based on HRBT, and the control group performed a common health education program, consisting of seven sessions and lasting seven months from May to November 2018. After the intervention, both groups showed a significantly lower prevalence of PARIs (intervention group: from 25.45% to 10.91%, control group: from 29.76% to 11.74%, both p < 0.05), but no significant between-group differences could be observed in the post-intervention PARIs prevalence (p > 0.05). Compared with the control group, students in the intervention group had a higher improvement in PA-related behaviors and a lower score of risk-taking behaviors (both p < 0.05). Thus, it could be concluded that the HRBT intervention program had a positive effect on PA-related and risk-taking behaviors in junior middle school students, though its effectiveness in reducing the occurrence of PARIs was not significant.

The Effect of Parental Phubbing on Depression in Chinese Junior High School Students: The Mediating Roles of Basic Psychological Needs Satisfaction and Self-Esteem

ObjectiveTo reveal the relationship between parental phubbing, basic psychological needs satisfaction, self-esteem, and depression and to explore the impact of parental phubbing on depression.MethodsA total of 819 junior high school students responded to the parental phubbing scale, basic psychological needs satisfaction scale, self-esteem scale, and depression scale in combination.Results(1) Parental phubbing was significantly correlated with satisfaction of basic psychological needs, self-esteem, and depression. (2) Parental phubbing can not only be used to directly predict depression in junior middle school students but also has an indirect impact on depression through three pathways: a separate mediating effect on basic psychological needs satisfaction, a separate mediating effect on self-esteem and a chain mediating effect on both.ConclusionParental phubbing is a risk factor for depression, which can negatively affect the mental health of junior high school students.

Research on the Current Situation, Causes, and Countermeasures of Primary School Physical Education Teachers' Health Literacy.

Under the background of healthy China, health education has been brought into the national education system. To improve the health literacy level of PE normal students in primary schools, this study studies the health literacy status of PE normal students in the “six-year junior middle school starting point system” using the methods of literature review, questionnaire survey, mathematical statistics, and so on. The results show that the health literacy level of “six-year junior high school starting point” PE normal students is close to that of national college students, but the health literacy is overall low. The success rate of health literacy of six-year physical education normal students from high to low is health skills, health knowledge, healthy lifestyle, and behavior; six-year physical education normal students have a high level of health skills, but a low level of healthy lifestyle and behavior. Countermeasures are put forward: optimizing the curriculum structure and strengthening health education; paying attention to health literacy and improving learning awareness; cultivating health awareness; maintaining the law of life, etc.

Exploration on the Mathematics Teaching Method of Junior Middle School under the Double Reduction Policy

Exploration on the Mathematics Teaching Method of Junior Middle School under the Double Reduction Policy

A Research on How to Motivate Freshmen and Promote Their Autonomy in Learning English in Junior Middle Schools

This research intends to examine the potential factors that influence the motivation – intrinsic or extrinsic – of freshmen in junior middle schools, hoping to find some effective strategies to motivate them to learn and promote their autonomy in learning English. Data were collected from 204 students randomly selected from an experimental class by using closed-ended questionnaires. The qualitative results were derived from classroom observations and interviews with five primary school teachers and two junior middle school teachers. The findings provide evidence on the factors that might influence students’ motivation; meanwhile, intrinsic motivation and autonomy can be boosted with the full-scale implementation of several effective motivational strategies.

Epidemiological Survey of Hypertension Among Adolescents in Xuzhou, China

Abstract Background To investigate the regional prevalence of hypertension, overweight, and obesity among adolescents aged 11–17 years in Xuzhou. The relationships between overweight, obesity, abdominal obesity, age, gender, grades, and hypertension were studied. Methods The stratified cluster random sampling method was used and the middle school students from the first to the third grade of 10 junior and senior middle schools in Xuzhou were involved. Blood pressure, weight, height, and waist circumference were measured for each participant. Hypertension was diagnosed according to the standards of high blood pressure by gender, age, and height of children aged 3–17 in China in 2017. Overweight and obesity were defined based on the standards of the Chinese Obesity Working Group. Abdominal obesity was defined as waist-to-height ratio &amp;gt;0.46. Results A total of 10,004 students aged 11–17 years were enrolled with 4,774 females and 5,230 males. The prevalence of hypertension was 9.8% in all participants, 7.2% in females, and 12.2% in males. There were 1,495 students with obesity (14.9%), and 1,698 with overweight (17.0%). The prevalence of hypertension was 5.6%, 12.8%, and 25.4% in normal weight, overweight, and obese adolescents, respectively. A multivariate analysis showed that males (odd ratio, 95% confidence interval: 1.450, 1.256–1.674), age (1.770, 1.537–2.037), overweight (1.858, 1.465–2.357), obesity (4.010, 3.084–5.214), abdominal obesity (1.497, 1.184–1.892), and third grade (1.488, 1.250–1.772) were risk factors for adolescent hypertension. The risk of hypertension in male adolescents over 14 years old was 2.456 times than that of adolescents under 14 years old, while there was no significant difference in the risk of hypertension between female adolescents over and under 14 years old. In adolescents with normal weight, subjects with abdominal obesity had a much higher risk of hypertension compared with those without abdominal obesity (1.848, 1.334–2.559). Conclusions The prevalence of hypertension among adolescent school students in Xuzhou is high. Overweight and obesity are independent risk factors of hypertension in adolescents.

The Advantages of Chinese Teachers in the Management of Junior Middle School Head Teachers

The Advantages of Chinese Teachers in the Management of Junior Middle School Head Teachers

A Preliminary Validation of the Chinese Version of the Information Technology Identity Scale.

BackgroundInformation technology has become an irreplaceable part of people’s lives, and the interaction between information technology and self-identity has produced a new type of information technology (IT) identity. However, there is no measurement tool for this concept in China. The main aim of the study was to revise Carter’s IT Identity Scale in the context of Chinese cultural background and to determine whether the Chinese version is congruent with the English version.MethodsIn this study, we revised the scale on the basis of the information technology identity scale developed by Carter, translated the scale according to the Chinese cultural environment. Our sample size was 408, and all of them were junior middle school students. After testing this sample, we carried out item analysis, validity analysis, and reliability analysis.Results(1) The correlation coefficients between each item and the total score were significant (0.775–0.885). (2) The three-factor structure (relatedness, dependence, emotional energy) of the Chinese version of the IT identity scale was consistent with the original scale. The values of the factor loadings of each item in the three factors of confirmatory factor analysis (CFA) were all greater than 0.700, and the model fit indexes (CFI, NFI, NNFI, TLI and IFI) were all greater than 0.900, indicating a good model fit. (3) Average variance extraction (AVE), composite reliability (CR), Pearson correlation, and the square root of AVE indicated good convergence and discriminant validity. (4) The ɑ coefficients and CR of the three dimensions (ie, relatedness, dependence, emotional energy) were all greater than 0.800, and the split coefficients were all greater than 0.800, indicating high reliability.ConclusionThe Chinese version of the information technology identity scale presented satisfactory psychometric properties and shared many similarities with the original version. Ultimately, we revised an information technology identity scale suitable for Chinese culture.

Discussion on Home School Cooperation in the Transformation of Junior Middle School Mathematics Potential Students

Discussion on Home School Cooperation in the Transformation of Junior Middle School Mathematics Potential Students

Spatial abilities associated with open math problem solving

AbstractOpen math problem solving is critical to help students deepen the understanding and promote transfer of mathematics knowledge. However, the cognitive mechanism for open math problem solving, particularly the role of spatial abilities, has not been paid enough attention. This study recruited 192 junior middle school students (14.30 ± 0.48 years old). Results showed that both spatial visualisation (measured by paper folding) and spatial working memory (measured by spatial 2‐back) significantly associated with open math problem solving with controlled variables including age, sex, nonverbal matrix reasoning, and arithmetic principles. Moreover, spatial working memory was more associated with easy open math problem solving, while spatial visualisation more associated with difficult open math problem solving. These findings suggested that as the difficulty of open math problems increased, the construction of problem space mattered more than retaining and updating problem space in open math problem solving.