Pub Date : 2024-05-01DOI: 10.56397/jare.2024.05.02
Yiru Wang, Lei He
Based on the theoretical knowledge of educational psychology and language specialization, and under the guidance of “Positive Psychology Theory”, this project develops a set of innovative spoken English programs for secondary school students that combines Wittgenstein’s “Language Game Theory” with positive psychology theory and the “Positive Psychology Theory”. The program is based on a new model of student-student interaction and teacher-led guidance to improve secondary school students’ English speaking ability through small group classes and a differentiated game program for the students. The program breaks the traditional spoken English teaching model, combines students’ physiological and psychological characteristics, and strives to promote students’ personalized development, help students achieve from passive reception to active participation, and effectively improve students’ English language skills; in addition, the program also provides assistance and reference for solving the uneven distribution of educational resources between urban and rural areas and promoting the revitalization of rural education.
{"title":"Teaching Methods of Spoken English — Taking Rural Areas in Southwest China for Example","authors":"Yiru Wang, Lei He","doi":"10.56397/jare.2024.05.02","DOIUrl":"https://doi.org/10.56397/jare.2024.05.02","url":null,"abstract":"Based on the theoretical knowledge of educational psychology and language specialization, and under the guidance of “Positive Psychology Theory”, this project develops a set of innovative spoken English programs for secondary school students that combines Wittgenstein’s “Language Game Theory” with positive psychology theory and the “Positive Psychology Theory”. The program is based on a new model of student-student interaction and teacher-led guidance to improve secondary school students’ English speaking ability through small group classes and a differentiated game program for the students. The program breaks the traditional spoken English teaching model, combines students’ physiological and psychological characteristics, and strives to promote students’ personalized development, help students achieve from passive reception to active participation, and effectively improve students’ English language skills; in addition, the program also provides assistance and reference for solving the uneven distribution of educational resources between urban and rural areas and promoting the revitalization of rural education.","PeriodicalId":148547,"journal":{"name":"Journal of Advanced Research in Education","volume":"349 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141143812","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-01DOI: 10.56397/jare.2024.05.04
Jie Chen
This paper explores new possibilities for teaching English for Academic Purposes (EAP) writing in the context of higher education in China. Using John Swales’ Create A Research Space (CARS) model, the paper demonstrates how genre theory can be integrated into undergraduate writing courses in China’s EFL settings. This method emphasizes teaching students to structure academic papers effectively, thereby improving their understanding and application of the genre-specific conventions of academic English. The paper illustrates how the CARS model aids students by delineating their research territory, identifying gaps, and positioning their studies within ongoing academic dialogues. Additionally, the teaching cycle guides students from modeling the text, to joint construction, and finally to independent writing. Furthermore, the paper highlights the comprehensive implications of this model, including enhancing intercultural communication skills and developing critical genre awareness among students. It addresses the challenges of adapting this model to the Chinese EFL context, such as linguistic and cultural barriers, and underscores the need for contextualized teaching strategies that meet Chinese learners’ needs. To conclude, it is recommended for further research to validate the practical usage of this genre-based EAP instruction in higher education and facilitate future curriculum development.
{"title":"A Genre Theory Contextualization for Academic Writing in Chinese Higher Education","authors":"Jie Chen","doi":"10.56397/jare.2024.05.04","DOIUrl":"https://doi.org/10.56397/jare.2024.05.04","url":null,"abstract":"This paper explores new possibilities for teaching English for Academic Purposes (EAP) writing in the context of higher education in China. Using John Swales’ Create A Research Space (CARS) model, the paper demonstrates how genre theory can be integrated into undergraduate writing courses in China’s EFL settings. This method emphasizes teaching students to structure academic papers effectively, thereby improving their understanding and application of the genre-specific conventions of academic English. The paper illustrates how the CARS model aids students by delineating their research territory, identifying gaps, and positioning their studies within ongoing academic dialogues. Additionally, the teaching cycle guides students from modeling the text, to joint construction, and finally to independent writing. Furthermore, the paper highlights the comprehensive implications of this model, including enhancing intercultural communication skills and developing critical genre awareness among students. It addresses the challenges of adapting this model to the Chinese EFL context, such as linguistic and cultural barriers, and underscores the need for contextualized teaching strategies that meet Chinese learners’ needs. To conclude, it is recommended for further research to validate the practical usage of this genre-based EAP instruction in higher education and facilitate future curriculum development.","PeriodicalId":148547,"journal":{"name":"Journal of Advanced Research in Education","volume":"332 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141144211","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-01DOI: 10.56397/jare.2024.05.08
Yuandong Shang, Yueying Xu, Peijie Lu
In order to clarify the intrinsic mechanism of the influence of family education input on junior high school students’ academic performance, this study constructed a moderated mediation model based on the S-C-R theory, and used the Family Education Input Scale, the Social Support Scale, the Academic Efficacy Scale, and the Academic Performance Questionnaire to conduct the survey. The results showed that: (1) family education input has a positive predictive effect on academic achievement; (2) family education input can significantly predict junior high school students’ academic achievement through the mediating effect of academic efficacy; (3) with the increase of social support, the predictive effect of family education input on academic efficacy becomes more obvious. Conclusion: The moderated mediation model of family education input affecting junior high school students’ academic achievement was established, in which academic efficacy mediated between family education input and academic achievement, and social support moderated between family education input and academic efficacy.
{"title":"The Relationship Between Family Educational Inputs and Middle School Students’ Academic Achievement: A Moderated Mediated Effects Analysis","authors":"Yuandong Shang, Yueying Xu, Peijie Lu","doi":"10.56397/jare.2024.05.08","DOIUrl":"https://doi.org/10.56397/jare.2024.05.08","url":null,"abstract":"In order to clarify the intrinsic mechanism of the influence of family education input on junior high school students’ academic performance, this study constructed a moderated mediation model based on the S-C-R theory, and used the Family Education Input Scale, the Social Support Scale, the Academic Efficacy Scale, and the Academic Performance Questionnaire to conduct the survey. The results showed that: (1) family education input has a positive predictive effect on academic achievement; (2) family education input can significantly predict junior high school students’ academic achievement through the mediating effect of academic efficacy; (3) with the increase of social support, the predictive effect of family education input on academic efficacy becomes more obvious. Conclusion: The moderated mediation model of family education input affecting junior high school students’ academic achievement was established, in which academic efficacy mediated between family education input and academic achievement, and social support moderated between family education input and academic efficacy.","PeriodicalId":148547,"journal":{"name":"Journal of Advanced Research in Education","volume":"212 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141133326","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-01DOI: 10.56397/jare.2024.05.03
Yuxian Zhu
Moral education course plays a far-reaching leading role in cultivating students’ moral emotions, moral judgment, and moral behaviors. However, in actual class teaching, teachers often pay too much attention to the diversification of the form of teaching activities and neglect the exploration of knowledge deeply, which may easily lead to undesirable results including students’ shallow cognition, value orientation deviation, and so on. To solve this problem, this thesis will based on the concept of depth teaching and combined with the content of values, through clarifying the theoretical approach to integrate the concept of depth teaching into moral education and promoting the unity of the knowledge system and the value system, to realize the reconstruction of moral education curriculum.
{"title":"How to Integrate the Concept of Deep Teaching into the Teaching of Values in Moral Education Course","authors":"Yuxian Zhu","doi":"10.56397/jare.2024.05.03","DOIUrl":"https://doi.org/10.56397/jare.2024.05.03","url":null,"abstract":"Moral education course plays a far-reaching leading role in cultivating students’ moral emotions, moral judgment, and moral behaviors. However, in actual class teaching, teachers often pay too much attention to the diversification of the form of teaching activities and neglect the exploration of knowledge deeply, which may easily lead to undesirable results including students’ shallow cognition, value orientation deviation, and so on. To solve this problem, this thesis will based on the concept of depth teaching and combined with the content of values, through clarifying the theoretical approach to integrate the concept of depth teaching into moral education and promoting the unity of the knowledge system and the value system, to realize the reconstruction of moral education curriculum.","PeriodicalId":148547,"journal":{"name":"Journal of Advanced Research in Education","volume":"1 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141136029","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-01DOI: 10.56397/jare.2024.05.01
Hassan Al-Haj Ibrahim
Current research points to the importance of native language literacy in the development of second language literacy. Knowledge and skills transfer across languages from the mother tongue to the second language. But such knowledge and skills will only transfer if they have been thoroughly learned. Due to the low standard of Arabic proficiency among both English teachers and learners, literacy in Arabic is not made use of in developing literacy in English. In particular, the teaching of English could greatly benefit from the use of Arabic grammatical and phonetic concepts that are not sufficiently developed in English grammar and language. Only a select number of such concepts are reviewed in this paper to serve as indicators of the advantages to be gained by a deeper study and knowledge of Arabic language phonetics and grammar.
{"title":"Arabic Language Literacy as an All-Important Aid in English Language Teaching to Arabic-Speaking Students","authors":"Hassan Al-Haj Ibrahim","doi":"10.56397/jare.2024.05.01","DOIUrl":"https://doi.org/10.56397/jare.2024.05.01","url":null,"abstract":"Current research points to the importance of native language literacy in the development of second language literacy. Knowledge and skills transfer across languages from the mother tongue to the second language. But such knowledge and skills will only transfer if they have been thoroughly learned. Due to the low standard of Arabic proficiency among both English teachers and learners, literacy in Arabic is not made use of in developing literacy in English. In particular, the teaching of English could greatly benefit from the use of Arabic grammatical and phonetic concepts that are not sufficiently developed in English grammar and language. Only a select number of such concepts are reviewed in this paper to serve as indicators of the advantages to be gained by a deeper study and knowledge of Arabic language phonetics and grammar.","PeriodicalId":148547,"journal":{"name":"Journal of Advanced Research in Education","volume":"118 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141145650","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-01DOI: 10.56397/jare.2024.05.07
Abeer Abdel Samad Bayoumi
The aim of the research is to develop the positive thinking of kindergarten children through a proposed program designed in the light of artificial intelligence, the research community being one of the 227 kindergarten children. The research sample was limited to a random sample of 30 children divided into two groups, a pilot group (15) and an officer group (15). The results revealed statistically significant differences between the average grades of children of the pilot groups and those in the remote application of the positive child reflection test for the pilot group; statistically significant differences between the average grades of children of the pilot group in the tribal and remote applications to test the positive image of children in the interest of remote application for the total test score, as well as in the four dimensions of the test: (personal consent — positive expectations and optimism — acceptance of difference with others ∙ personal responsibility); which demonstrates the success and effectiveness of the programme in developing the positive thinking of children in the kindergarten phase.
{"title":"Designing a Proposed Program Based on Artificial Intelligence Applications and Measuring Its Effectiveness in Developing the Positive Thinking Skills of Kindergarten Children","authors":"Abeer Abdel Samad Bayoumi","doi":"10.56397/jare.2024.05.07","DOIUrl":"https://doi.org/10.56397/jare.2024.05.07","url":null,"abstract":"The aim of the research is to develop the positive thinking of kindergarten children through a proposed program designed in the light of artificial intelligence, the research community being one of the 227 kindergarten children. The research sample was limited to a random sample of 30 children divided into two groups, a pilot group (15) and an officer group (15). The results revealed statistically significant differences between the average grades of children of the pilot groups and those in the remote application of the positive child reflection test for the pilot group; statistically significant differences between the average grades of children of the pilot group in the tribal and remote applications to test the positive image of children in the interest of remote application for the total test score, as well as in the four dimensions of the test: (personal consent — positive expectations and optimism — acceptance of difference with others ∙ personal responsibility); which demonstrates the success and effectiveness of the programme in developing the positive thinking of children in the kindergarten phase.","PeriodicalId":148547,"journal":{"name":"Journal of Advanced Research in Education","volume":"22 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141143656","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-01DOI: 10.56397/jare.2024.05.05
Vinod Kumar
Information, Education and Communication (IEC) are of vital significance for disaster preparedness, prevention and mitigation. It promotes an alert community which is sine -qua non for any successful activity. IEC are the essential constituents of any programme especially in a disaster related scenario. IEC requires the administrative machinery, Non Governmental Organizations (NGOs), Community-based Organizations (CBOs), other agencies and the community to be prompt, active and well informed to carry out the activities confidently. Hence IEC should be given top priority in any disaster management programme. Creation of awareness is an integral part of the process of social development, communication has the power to liberate the minds and potential of people. Critical awareness is needed in every field linked to human development. The generation of an alert public will hinge on effective communication of information and ideas that relate to people’s needs, aspirations and capacities. In this sense, getting the: development process initiated is largely the task of information, education and communication. This research paper attempt to study the nature and significance of IEC and training, and the concept of community awareness. The important components and strategies of IEC and training shall also be focused.
{"title":"Role of Information, Education, Communication and Training in Disaster Management","authors":"Vinod Kumar","doi":"10.56397/jare.2024.05.05","DOIUrl":"https://doi.org/10.56397/jare.2024.05.05","url":null,"abstract":"Information, Education and Communication (IEC) are of vital significance for disaster preparedness, prevention and mitigation. It promotes an alert community which is sine -qua non for any successful activity. IEC are the essential constituents of any programme especially in a disaster related scenario. IEC requires the administrative machinery, Non Governmental Organizations (NGOs), Community-based Organizations (CBOs), other agencies and the community to be prompt, active and well informed to carry out the activities confidently. Hence IEC should be given top priority in any disaster management programme. Creation of awareness is an integral part of the process of social development, communication has the power to liberate the minds and potential of people. Critical awareness is needed in every field linked to human development. The generation of an alert public will hinge on effective communication of information and ideas that relate to people’s needs, aspirations and capacities. In this sense, getting the: development process initiated is largely the task of information, education and communication. This research paper attempt to study the nature and significance of IEC and training, and the concept of community awareness. The important components and strategies of IEC and training shall also be focused.","PeriodicalId":148547,"journal":{"name":"Journal of Advanced Research in Education","volume":"141 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141133715","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-01DOI: 10.56397/jare.2024.05.06
Jiexiao Chen
A solid education is one of the crucial elements of achieving the American Dream. However, the privileged dominate the distribution of limited educational resources, leading to a large academic gap between people with different economic statuses. Specifically, the influence of poor experiences on disadvantaged populations, such as low-income students, has been neglected in education development. Conflict theory provides a refreshing sight to examine what obstacles low-income students have confronted and motivate school changes. The literature review explores the unequal educational experiences in low-income students, indicating challenges on their academic achievement and possibilities to success. In addition, it illustrates how to understand school reforms making efforts to eliminate gaps between the wealthy and poor students to pursue educational equity under the conflict theory.
{"title":"School Reforms for Low-Income Students Under Conflict Theory","authors":"Jiexiao Chen","doi":"10.56397/jare.2024.05.06","DOIUrl":"https://doi.org/10.56397/jare.2024.05.06","url":null,"abstract":"A solid education is one of the crucial elements of achieving the American Dream. However, the privileged dominate the distribution of limited educational resources, leading to a large academic gap between people with different economic statuses. Specifically, the influence of poor experiences on disadvantaged populations, such as low-income students, has been neglected in education development. Conflict theory provides a refreshing sight to examine what obstacles low-income students have confronted and motivate school changes. The literature review explores the unequal educational experiences in low-income students, indicating challenges on their academic achievement and possibilities to success. In addition, it illustrates how to understand school reforms making efforts to eliminate gaps between the wealthy and poor students to pursue educational equity under the conflict theory.","PeriodicalId":148547,"journal":{"name":"Journal of Advanced Research in Education","volume":" 18","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141131830","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-01DOI: 10.56397/jare.2024.03.01
V. O. Ajayi, Aondofa B. Atsuwe
This research investigated the possibility of enhancing senior secondary school students’ academic performance in electrolysis using Collaborative-Predict-Observe-Explain-Write (CPOEW) and Exploration, Explanation and Evaluation (3E’s) learning models. The study adopted a quasi-experimental research design. Electrolysis Performance Test (EPT) was the instrument used for data collection. Kuder-Richardson (KR-21) formula was used to test the internal consistency of EPT which yielded a reliability value of 0.91. The population was 7,152 SS2 students offering chemistry in Makurdi, Benue State, Nigeria. A sample of 143 students drawn from 3 schools in Makurdi Local Government Area of Benue State, Nigeria was selected using multi-stage sampling techniques. Two research questions and two null hypotheses guided the study. The research questions were answered using Mean and Standard Deviation scores while the null hypotheses were tested at 0.05 level of significance using results from Analysis of Covariance (ANCOVA). The study revealed that there was significant difference in the mean academic performance of students taught Electrolysis using CPOEW, 3E’s model and discussion method [F2, 140=1943.116, P<0.05]. The study revealed that there was no significant interaction effect of treatments and gender on the mean academic performance scores of students in electrolysis [F2, 140=114.340, P<0.05]. It was recommended among others that to enhance students’ academic performance in electrolysis, serving teachers should be encouraged to use CPOEW and 3E’s learning models in teaching electrolysis.
{"title":"Possibility of Enhancing Students’ Academic Performance in Electrolysis Using Collaborative-Predict-Observe-Explain-Write (CPOEW) and 3E’s Learning Models","authors":"V. O. Ajayi, Aondofa B. Atsuwe","doi":"10.56397/jare.2024.03.01","DOIUrl":"https://doi.org/10.56397/jare.2024.03.01","url":null,"abstract":"This research investigated the possibility of enhancing senior secondary school students’ academic performance in electrolysis using Collaborative-Predict-Observe-Explain-Write (CPOEW) and Exploration, Explanation and Evaluation (3E’s) learning models. The study adopted a quasi-experimental research design. Electrolysis Performance Test (EPT) was the instrument used for data collection. Kuder-Richardson (KR-21) formula was used to test the internal consistency of EPT which yielded a reliability value of 0.91. The population was 7,152 SS2 students offering chemistry in Makurdi, Benue State, Nigeria. A sample of 143 students drawn from 3 schools in Makurdi Local Government Area of Benue State, Nigeria was selected using multi-stage sampling techniques. Two research questions and two null hypotheses guided the study. The research questions were answered using Mean and Standard Deviation scores while the null hypotheses were tested at 0.05 level of significance using results from Analysis of Covariance (ANCOVA). The study revealed that there was significant difference in the mean academic performance of students taught Electrolysis using CPOEW, 3E’s model and discussion method [F2, 140=1943.116, P<0.05]. The study revealed that there was no significant interaction effect of treatments and gender on the mean academic performance scores of students in electrolysis [F2, 140=114.340, P<0.05]. It was recommended among others that to enhance students’ academic performance in electrolysis, serving teachers should be encouraged to use CPOEW and 3E’s learning models in teaching electrolysis.","PeriodicalId":148547,"journal":{"name":"Journal of Advanced Research in Education","volume":"69 18","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140085170","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-01DOI: 10.56397/jare.2024.01.01
Hui Zhang, Kunming Song, Hong Yang, Sanmei Zhang
For advanced mathematics courses for science and engineering students, the course guided by three-wide education (TWE) explores the ideological and political teaching in the curriculum, analyzes the relationship between TWE and curriculum ideology and politics (CIP), and determines the course objectives. The course is related to the ideological and political elements of the curriculum, establishes the feelings of home and country, integrates into educational activities, creates a collaborative education classroom, and formulate assessment and evaluation standards. Finally, through the questionnaire survey and feedback on the implementation effect, it is concluded that integrating ideology and politics into advanced mathematics can stimulate learning motivation, realizes all-round education throughout the process, and well implement the task of building morality and cultivating people.
{"title":"The Exploration of Curriculum Ideology and Politics in Advanced Mathematics from the Perspective of the Three-Wide Education","authors":"Hui Zhang, Kunming Song, Hong Yang, Sanmei Zhang","doi":"10.56397/jare.2024.01.01","DOIUrl":"https://doi.org/10.56397/jare.2024.01.01","url":null,"abstract":"For advanced mathematics courses for science and engineering students, the course guided by three-wide education (TWE) explores the ideological and political teaching in the curriculum, analyzes the relationship between TWE and curriculum ideology and politics (CIP), and determines the course objectives. The course is related to the ideological and political elements of the curriculum, establishes the feelings of home and country, integrates into educational activities, creates a collaborative education classroom, and formulate assessment and evaluation standards. Finally, through the questionnaire survey and feedback on the implementation effect, it is concluded that integrating ideology and politics into advanced mathematics can stimulate learning motivation, realizes all-round education throughout the process, and well implement the task of building morality and cultivating people.","PeriodicalId":148547,"journal":{"name":"Journal of Advanced Research in Education","volume":"12 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139637002","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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