High School Teaching Research Articles

Developing an Interactive Multimedia Innovation Based on Android Using the Smart Apps Creator 3.0 as Teaching Material for Buffered Solution Course

The use of interactive multimedia using Android in chemistry learning materials will make the process of learning more effective, efficient, and interesting. This study focused on developing interactive multimedia using the help of the Smart Apps Creator 3.0 software to improve student learning. This research follows the 4D model development research (Define, Design, Develop, Disseminate). The research sample consisted of 25 students of class XI in a senior high school Grade. The results showed that the interactive multimedia based on Android developed was related to BSNP, with an average acquisition of an eligibility test from a material expert of 3.80 and the average eligibility of a media expert of 3.81 on a scale of 4.00. The learning outcomes of students who were taught using Android-based interactive multimedia were in the high category with an N-Gain value of 0.71, and the learning outcomes obtained by students were higher than the KKM value set at school of 75. These results indicated that this Android-based interactive learning multimedia was appropriate to use as buffered solution material for the high school teaching and learning processes. Keywords: interactive multimedia, android, chemistry, learning materials

Core competency oriented problem-solving teaching ----Taking "Solving Application Problems with a System of Equations" as an Example

The teaching of Mathematical problem-solving is one of the three key teaching points in junior high school mathematics. Solving applied problems through equations (systems) is an important component of the first module of teaching content, "Numbers and Algebra", and holds a very important position. It is a key focus in junior high school mathematics problem-solving teaching. At present, under the premise of the implementation of the new curriculum reform in the field of mathematics in China, based on the recent publication of compulsory education curriculum standards,the teachers of mathematics should focus on cultivating excellent mathematical core literacy among junior high school students, and ensuring that they can independently cope with and solve problems in the math teaching of junior high school. Based on the above background, the author focuses on the newly published mathematics curriculum standards in 2022, and studies the teaching design of "solving application problems for systems of equations". In this paper, we explore the mathematical core literacy elements contained in the teaching of solving applied problems in equations, study the improvement path of mathematical problem-solving teaching, share the teaching design practice and thinking based on core literacy oriented problem-solving teaching, and the important role that this teaching design can play in cultivating students' core literacy .

Exploring Practical Pedagogy in High School Biology Education: A Qualitative Study of Pre-Service Biology Teachers’ Experiences in Vietnam

<p style="text-align:justify">This qualitative study examines the experiences of pre-service high school biology teachers in the Mekong Delta, Vietnam, focusing on the challenges and transformative learning experiences encountered during their school-based internship. It aims to explore the dichotomy between specialized biology knowledge and practical applicability in high school teaching and uncover the significance of fostering student engagement through innovative strategies and the role of mentor teachers in guiding pre-service teachers. Semi-structured interviews were used to collect data from pre-service biology teachers who completed a school-based internship in the Mekong Delta. Thematic analysis was employed to analyze the interview data. The study highlights the challenges of bridging the gap between theoretical knowledge and classroom practice, emphasizing the importance of innovative teaching strategies for student engagement. It recognizes the role of mentor teachers in guiding and enhancing the skills of pre-service teachers in creating effective learning environments. Findings suggest the need for curriculum reforms that balance specialized biology knowledge and practical pedagogical skills. The study emphasizes the importance of experiential learning through teaching apprenticeships to better prepare pre-service teachers for their professional journey.</p>

The Feasibility of Problem-based Learning (PBL) in Junior High School English Teaching—A Case Study of Seventh Grade English Grammar Class

This study explores the application of Problem-based Learning (hereinafter referred to as PBL) in junior high school English grammar teaching. Currently, English teaching in junior high schools in China is undergoing reform, emphasizing that English education should not only serve as a communication tool but also focus on cultivating students' core literacy. Originating in medical education, the PBL model has expanded to language teaching, highlighting student-centered, cooperative inquiry, and problem-solving. Through empirical case analysis, this study examines the effectiveness of PBL in enhancing students’ language skills, cultural awareness, thinking quality, and learning capabilities. The study finds that the PBL model can stimulate students’ interest, promote active learning, and critical thinking, but it also sets higher requirements for teacher quality and the teaching environment. The conclusion indicates that the PBL model is in line with the cultivation of English subject core literacy, which is beneficial for the comprehensive development of students and provides an effective way for holistic education.

Perception of teachers towards blended teaching competence enhancement in Vietnam

Educational institutions regardless of context have been compelled to embed blended teaching as one of the orthodox instructional modes. The precursor for successful implementation of blended teaching is insight into current teacher competence with blended teaching and enhancement measures needed. This paper examines the perception of teachers on the current status of blended teaching competence and the relationship between participation in professional learning communities and blended teaching competence enhancement among high school teachers in Vietnam. The data comprised high school teachers’ impressions of blended teaching in high schools, collected through survey questionnaires. Data analysis was done using descriptive statistics and Pearson Correlation. Findings reveal that teachers perceive the current status of blended teaching competence for high school teachers in Vietnam as moderate. Findings also unveil a very low positive but statistically significant relationship between participation in professional learning communities and blended teaching competence enhancement. This meaningful relationship serves as the foundation for broadening this study’s scope to include the investigation of establishing a professional learning community that meets the needs of teachers in blended teaching competence enhancement. This research initiates to help instructors raise awareness about the significance of blended teaching in the context of today's digital change in education. The suggestions are supplied to stakeholders as a valuable option for implementing and assisting teachers in developing blended teaching competence.

A Study on the Integration of Chinese Culture in High School English Teaching

The inseparable relationship between language and culture indicates that culture teaching is indispensable in English teaching. The ultimate goal of culture teaching in English teaching is to cultivate learners’ cross-cultural communication skills. Cross-cultural communication is a two-way process, which requires not only knowledge of English culture but also the use of English as a medium for disseminating Chinese culture to the outside world. However, in actual English teaching, the teaching of Chinese culture is a mere formality, and the teaching effect is not obvious. Therefore, it is necessary to conduct a survey and research on Chinese culture teaching in high school English classrooms to understand its current situation, existing problems, and their causes, so as to provide suggestions for Chinese culture teaching in high school.

The Implementation of Merdeka Curriculum in English Language Teaching in High School

The Implementation of Merdeka Curriculum in English Language Teaching in High School

Strategies for Studying Foreign Literary Works in Chi-nese Language Teaching in Ordinary High Schools

With the deepening development of globalization and the continuous strengthening of cultural exchange, foreign literature has occu-pied an important position in Chinese language teaching in ordinary high schools. This study explores teaching strategies for foreign literary works in ordinary high schools, aiming to enhance students multicultural understanding and humanistic literacy through literary works. The research methods include literature review, teaching experiments, and case analysis, with a focus on diversifed selection of textbooks, inter-active teaching, and student-centered evaluation. The results confrm that these strategies can effectively enhance students learning interest, cross-cultural understanding, and critical thinking, and have positive signifcance for their overall development and response to multicultural social challenges.

A Study on the Impact of Teaching Models Guided by the Zone of Proximal Development on the Chinese Learning Effectiveness of Junior High School Students

The zone of proximal development, as an important theory in the concept of educational development, has always been valued by scholars in the past. However, most studies focus on exploring teaching models such as scaffolding teaching while neglecting the role of peer cooperation etc in teaching, especially in Chinese teaching. Against this background, the study used the semi-structured interview method to conduct interviews with three Chinese teachers from different junior high schools and teaching levels, aiming to organize and summarize the commonalities and differences in the interview content, to explore the application and importance of related teaching models in Chinese teaching of junior high school and attempt to study the impact of these teaching modes on Chinese classroom and students' learning efficiency. Research found that related teaching modes have received high application and attention in Chinese teaching in junior high school, especially the structured teaching mode. However, some controversial teaching models have not reached a certain level of recognition and importance, without wide application to Chinese teaching. Overall, the application of teaching modes related to the topic still has a very positive impact on the junior high school Chinese classroom, student learning effectiveness, teacher reflection on teaching, significantly improving the atmosphere of Chinese learning and mutual assistance in the class. Students have received good feedback in homework and exams and teachers adjust teaching progress based on tracking students' learning situations.

Educational Values in the Novel Rumah Without Windows by Asma Nadia

This research is motivated by the phenomenon that the educational values instilled in the young generation today are still not optimal. This can be proven by the many cases of cheating committed by students when carrying out exams. This novel is suitable for use as teaching material because it contains many educational values that can be instilled in students. The aims of this research are (1) to find out the intrinsic elements that make up the Novel Rumah Without a Window by Asma Nadia, (2) to know the educational values depicted in the Novel Rumah Without a Window by Asma Nadia, and (3) to know the relationship between the Novel Rumah Without a Window Asma Nadia's work as an alternative teaching material in high school. This type of research is descriptive research with a literary pragmatics approach. The subject of this research is the novel Rumah Without Windows by Asma Nadia. Meanwhile, the object of this research is the educational values in the Novel Rumah Without Windows by Asma Nadia and their relation to literature teaching in high school. The main instrument in this research is the researcher himself or human instrument. The data collection method in this research was carried out using the reading and note-taking method. The theory used is Abrams' theory of literary pragmatics. The results of this research are (1) the intrinsic elements in the novel Rumah WITHOUT Window by Asma Nadia are characters, theme, setting, point of view, plot and language style. There are 22 characters in this novel with the main character named Rara. The theme of this novel is the strength of determination of a little girl to realize her dreams. The setting in this novel is divided into three, namely setting of place, setting of time, and setting of atmosphere. The point of view used in this novel is the point of view of the third person "he" Mahatau. The plot uses a mixed plot and the language styles contained in it are personification and hyperbole. (2) the educational values contained in this novel total 76 data. The most dominant educational value is the value of divinity education with a total of 32 data. Other values, namely the value of physical education totaling 4 data, the value of skills education totaling 4 data, the value of moral education totaling 17 data, the value of beauty totaling 5 data, and the value of social education totaling 6 data. (3) based on aspects of language, psychology and cultural background, the novel Rumah Without a Window by Asma Nadia is suitable for use as an alternative literature teaching material, especially novels in high school.

Reading the Violences of School Through a New Lens: A Literacy Teacher’s Changing Perspective in a US High School

ABSTRACT This analysis explores a literacy teacher’s changing perspective about teaching in a prestigious high school after learning about ahimsa, or holistic nonviolence. Drawing from theories of transformational learning and critical pedagogy in addition to understandings of ahimsa, this article presents some of the participant’s new perceptions about her teaching and about the culture of the elite high school where she worked, including perceptions of structural violence. New understandings suggest that in order for schools to be nonviolent spaces, structural violences need to be considered alongside more overtly visible forms of violence. There are also implications for teacher learning. When professional development supports transformational change, it can be both inspirational and unnerving, and might shift participants’ perspectives and unsettle their ways of relating to established practices and familiar contexts.

Public vs. Private

Evolutionary theory is fundamental to biology, yet evolution instruction in high schools has often been unsatisfactory. How or whether high school biology teachers teach evolution is influenced by their own acceptance or rejection of evolutionary theory, parents’ and community members’ views, and in the case of some private schools, their religious affiliations. Studies documenting how evolution is taught in public high schools have been conducted, yet private schools remain underresearched. Arkansas high school biology teachers employed by public and private schools were invited to complete a survey composed of the Measure of Acceptance of the Theory of Evolution (MATE) and other items designed to allow comparison of their treatment of topics within evolutionary theory. Specifically, we sought to compare public and private teachers’ acceptance of evolution, how they teach it in their classrooms, and how their acceptance of the validity of evolution compares with four other widely accepted scientific theories (cell, gene, germ, and atomic). Results suggest that public school teachers have higher levels of acceptance of evolution than private school teachers. However, teachers in both public and private schools reported lower acceptance of the validity of evolutionary theory compared with the other four scientific theories. Across topics within evolution, natural selection was given the most treatment while human evolution was given the least.

Analysis of the Influencing Factors and Improvement Measures of Morning Study Quality in High School

Morning study is an important component of high school learning, and how to promote the quality of morning study remains a focal point in high school teaching. Previous studies mostly focused on subjects such as Chinese and English, but few studies on History and Biology. There is no deeper exploration of the commonality of the problems, which is difficult to reveal the influencing factors of the quality of morning study accurately. This paper takes the morning study of the second grade of Dangyang No. 1 High School in Yichang City as an example, analyzing the differences between groups by calculating the 50-day quality score of morning study (target number of students/total number of students), taking the quality score of morning study as the dependent variable, and using the t-test to calculate the significance, so as to deeply explore the potential factors affecting the quality of morning study in high school. Our results found significant differences in the quality of morning study sessions across different disciplines, with Chinese morning study sessions having the highest quality and English morning study sessions having the lowest quality, these may be related to positive relationship between students and parents.

Review of Interactive Teaching Methods of Music in Junior Middle Schools

At present, music teaching in junior high schools is gradually highlighting the importance and development trend of interactive teaching. This study provides an in-depth analysis of all aspects of interactive teaching of music in junior middle schools through a multi-faceted research perspective, providing richer insights and methods for improving the quality of teaching. The art of teacher-student interaction in junior high school music classroom teaching under the new curriculum reform was discussed, and the core role of interaction in teaching was explained in detail. Researchers have conducted in-depth studies on teacher-student interactive teaching strategies in junior high school music classes, providing more practical guidance for actual teaching. In terms of revealing the problems and countermeasures of music teaching in junior high schools, researchers have put forward more specific suggestions. In the process of in-depth exploration of interactive teaching of music in junior high schools, researchers realized the actual current situation of interactive teaching in online music classes and revealed various challenges and opportunities in online teaching. This article advocates improving the effectiveness of music teaching in junior middle schools through interactive teaching and injecting richer vitality into education. At the same time, researchers have focused on in-depth discussions on interactive teaching strategies in junior middle school music appreciation classes, providing systematic theoretical support for cultivating students' music appreciation abilities. They also paid attention to the application of interactive teaching models in junior high school music teaching, which provided profound inspiration for the construction of active interactive teaching models. Starting from the core literacy background, researchers conducted in-depth research on the interaction methods between teachers and students in junior high school music classes, and provided specific operational plans for the implementation of literacy education. Paying attention to the new form of teacher-student interaction in improving the musical literacy of junior high school students provides strong empirical research support for cultivating students' comprehensive literacy. Through in-depth research on the interactive teaching model of junior high school music classes, it provides experienced practical guidance for building a more interactive teaching framework. To sum up, the current research on interactive teaching of music in junior high schools involves many aspects such as teaching strategies, problems and countermeasures, online teaching, multimedia applications, and core competencies. These studies not only provide profound theoretical support for junior high school music teaching, but also provide rich experience and inspiration for practical teaching. In the future of music education, interactive teaching will continue to play a positive role in promoting, opening up broader possibilities for cultivating students' comprehensive literacy. Based on the latest references, this article conducts an in-depth study of interactive teaching methods of music in junior high schools, providing a solid theoretical foundation for subsequent research.

MAKER CULTURE AND MATHEMATICS CLUB – A SUCCESSFUL EXPERIENCE IN THE CLASSROOM

Introduction: The science of Mathematics, one of the oldest areas of knowledge, has the philosophy of bringing together abstract and concrete knowledge to build new know-how. This science studies numbers, magnitudes, shapes and possibilities, and maker culture emerges as a notable instrument for the student to establish the inseparable connection between theory and practice. Justification: maker culture is linked to constructivism despite learning by doing. The student learns with creativity, in teaching, in execution, in the art of continuing to learn throughout his life. The center of teaching-learning is the student who stars and writes his or her own story. Therefore, the implementation of the mathematics club in the public school was essential for achieving the objective: central to this study, which is to analyze the results of the implementation of a mathematics club through maker culture, in a state school with high school students. Medium in the second half of 2023. Methodology: The action project, mathematics club, focused on active methodologies, through maker culture (method). Entitled: maker culture and mathematics club – A pedagogical possibility for teaching and learning mathematics in high school, was developed within classrooms. Its methodology focused on observation and execution of different stages and with a qualitative focus it was possible to work on Results: more than numbers. Observation of the project, the experience as a teacher, resulted in theoretical-methodological gains and the students were able to develop a taste for learning Mathematics. Conclusion: With the Mathematics Club, maker culture can be shown as a pedagogical possibility for teaching and learning mathematics. All activities that focus on active methods allow for interactive and collaborative learning, especially with the use of digital technologies.

High-school students’ demonstration of systems thinking in the context of sustainable food systems

ABSTRACT Systems thinking abilities are needed to help solve complex food systems problems. However, high-school instruction does not typically support students in developing these abilities, and most students have limited knowledge and awareness of food and its significance. In this study, we used sustainable food systems as the context for the learning experience to offer complex and relatable content to students. We used a qualitative case study design to describe how students demonstrated systems thinking during the learning experience. Participants in this case study were six high-school students located in the suburban area of Indiana. They participated in the learning experience using self-directed lessons, worksheets, reflections, real-world examples, and hands-on activities. We collected data from pre- and posttest assignments and interviews and analyzed data using qualitative coding techniques. Findings suggested that systems thinking is a combination of abilities in three domains: describing a system, understanding a system, and viewing a system, rather than one domain or hierarchical. Students extensively explained about a food system’s complexity, wholeness, changeability, cyclic nature, and feedback loops in temporal and spatial dimensions using multiple perspectives and making connections with other systems. We also shared the attributes of systems thinkers and the model for practical implications.

Genre Awareness in Teaching Writing: A Case Study of Public High School Teachers in Nepal

Recent research trends on Teaching English as a Foreign or Second Language (EFL/ESL) have shown that conscious knowledge of the genre-based approach significantly enhances genre awareness in teaching writing in EFL/ESL contexts. This research examines how English language teachers in Nepal strengthen their understanding of genre awareness by integrating genre-based writing activities such as story writing, job application writing, journal writing, email writing, and essay writing within a high school teaching context. Based on the data generated from semi-structured interviews with four teachers and analysis of students’ written artifacts, the study indicates that teachers’ awareness of genre plays a prominent role in enhancing their self-reflection and academic writing skills. This awareness is shown to positively impact their understanding of pedagogical content knowledge and genre-specific writing conventions. However, the findings also demonstrate that the teacher participants possess unconscious familiarity with the genre, especially in terms of writing instruction and analyzing the genre-specific content in classroom teaching, since they appeared to lack awareness of the complex nature of the interactions between their belief systems, real-world classroom practices, and current educational and sociocultural needs. The study suggests that teachers’ pedagogical content knowledge of genres, reflective practices based on the learning achievements of learners, and ongoing genre-based teacher training, including workshops and seminars, should be organized to enhance their conscious awareness and understanding of the intricate nature of genre-based writing instruction.

Investigating Vocational High School Instructors' Views on Mobile Learning in the "Tourism English Conversation" Course

This research delved into the perspectives of English teachers in vocational high schools towards mobile learning (m-learning) in the "Tourism English Conversation" course. It involved interviews with eleven teachers from public vocational high schools in Kaohsiung City, Taiwan. These interviews explored various facets of m-learning, such as teachers' knowledge of mobile devices and apps, the widespread use of the Internet and mobile devices, instructional materials, and its impact on students' learning duration and concentration. The study focused on three aspects of mobile learning: its acceptance, teachers' readiness to adopt it, and the challenges they face in shifting from traditional to mobile teaching methods. Findings revealed a positive reception towards m-learning, particularly during the COVID-19 pandemic when traditional classroom teaching was impossible. Nonetheless, the effective implementation of m-learning was influenced by teachers' familiarity with the technology, student motivation, the availability of relevant instructional materials, and the pressures associated with teaching in this new format.

Empirical Assessment of ICT Impact on Teaching and Learning in High Schools: A Study in the Context of Balkh, Afghanistan

This study comprehensively explores ICT integration in Balkh’s high schools, covering infrastructure, teaching methodologies, student outcomes, integration challenges, and preparedness. Surveys were administered to 230 participants, including teachers and students. Descriptive statistics revealed a generally positive perception of ICT infrastructure and technology usage but identified areas for improvement. ANOVA results highlighted significant disparities in the impact of multimedia, interactive tools, and technology-assisted learning, providing nuanced insights. Regression analysis unveiled a unique correlation between teachers’ observations of academic performance and ICT integration. Chi-square tests showed a substantive association between students’ perceptions of ICT impact and learning outcomes. Addressing integration challenges, technological barriers emerged as a concern, signaling the need for targeted interventions. Positive indicators in teacher preparedness, access to technological resources, and administrative support emphasized the role of ongoing professional development. These findings offer empirically grounded insights for evidence-based decisions. While acknowledging promising strides in ICT integration, the study advocates for strategic interventions to overcome challenges. It contributes a nuanced understanding of ICT dynamics, guiding informed decision-making for educators, administrators, and policy-makers. The research emphasizes optimizing ICT integration in Balkh’s high schools for effective learning through technology.

虚拟仿真技术在高中生物多样性保护教学中的应用研究——以《生物与环境》为例

虚拟仿真技术在高中生物多样性保护教学中的应用研究——以《生物与环境》为例