Journal of Contemporary Educational Research

Innovation and Teaching Reform of the Talent Training Mode in Integrated Circuit Science and Engineering under the Background of New Engineering: A Case Study of North University of China

Ye Tian — 2026-07-07

The construction of new engineering disciplines is an important component of the national talent cultivation strategy, and the reform of talent cultivation mode in integrated circuits, as an emerging field of national strategy, has significant practical significance. This article takes the School of Semiconductors and Physics at North University of China as a case study to explore the construction and practice of an integrated circuit talent training system based on the “one quality, three abilities” framework. The research constructs a core framework for talent cultivation consisting of “one quality” (patriotism and engineering ethics) and “three abilities” (professional foundation and self-learning ability, engineering practice and system integration ability, interdisciplinary collaborative innovation ability). The research results show that through the leading position of North University of China in the Shanxi Semiconductor Industry Technology Innovation Alliance, this system has achieved precise alignment between talent cultivation and industry demand. The diversified collaborative education mechanism (including professional teachers, research supervisors, teaching administrators, and counselors) covers the entire talent cultivation cycle, effectively enhancing students’ engineering literacy and innovation ability. This study provides a valuable reform path for the cultivation of integrated circuit talents in the context of new engineering disciplines in local universities.

New Media Short-Video Teaching in Dermatology Education in Primary Hospitals: An Applied Research

Hua Zhang — 2026-07-28

Objective: To analyze the application effect of short-video teaching in standardized training of dermatology residents in view of the shortage of teachers, fragmented teaching, and insufficient public knowledge of skin protection in primary dermatology departments. Methods: A total of 60 standardized training and grassroots rotating physicians were enrolled and equally divided into two groups. The control group received traditional teaching, while the observation group adopted short-video blended teaching. Theoretical and practical scores, skin lesion identification ability, and teaching satisfaction were compared between groups, and the effect of popular science education was evaluated. Results: The observation group achieved significantly higher theoretical scores, practical scores, skin lesion identification accuracy, and teaching satisfaction than the control group (P < 0.05). The awareness rate of skin disease prevention and control among grassroots residents increased from 41.7% to 87.2%. Conclusion: Short-video teaching makes up for the lack of teaching resources at grassroots institutions, improves the quality of standardized training, balances clinical teaching and public disease prevention education, and is worthy of promotion in primary dermatology departments.

Exploration and Practice of “Modern Chinese” Teaching Reform Based on the OBE Concept

Xuewen Wang — 2026-08-06

In view of the problems existing in the teaching of the “Modern Chinese” course, such as the disconnection between teaching objectives and professional demands, the single teaching mode, and the limited evaluation system, based on the concept of outcome-based education (OBE), this paper systematically explores the teaching reform path of this course. By reconstructing the three-dimensional hierarchical target system of “knowledge–ability–quality,” promoting the integration of reverse teaching content through cross-disciplinary comparison and professional certification, constructing an online and offline blended teaching process, and establishing a multi-subject, full-process evaluation and immediate feedback mechanism, students’ classroom participation, language analysis and application ability, as well as teaching quality have been effectively enhanced. Teaching practice shows that after the reform, students’ academic performance structure has been optimized, their practical abilities have been enhanced, and their learning initiative has significantly improved, providing experience and reference for the OBE transformation of theoretical courses in higher normal universities.

Design and Preliminary Evaluation of a Smart Classroom Environment for Undergraduate Music Majors

Xiaoyu Meng — 2026-08-04

This study reports the design and preliminary evaluation of a smart classroom environment for undergraduate music majors. A one-semester quasi-experimental pretest–posttest design was implemented at a university in Xi’an, China, in two intact classes: an experimental group receiving smart-classroom instruction (n = 36) and a control group receiving conventional instruction (n = 36). The intervention embedded digital music resources, AI-assisted creative tools, platform-based learning activities, and data-informed feedback into regular course teaching. Data were collected from student questionnaires, platform logs, teaching records, and course-product evaluations. Seven operational indicators were compared descriptively: digital resource support, participation in smart-classroom activities, teacher–student interaction timeliness, evaluation quality, learning autonomy, student output quality, and exploratory instructional cost-efficiency. Group-level results indicated improvement in both groups, with larger descriptive gains in the experimental group. The digital resource richness index increased from 42 to 81 in the experimental group and from 43 to 65 in the control group; the cost-efficiency ratio increased from 0.60 to 0.82 and from 0.61 to 0.69, respectively. Because individual-level data were unavailable, standard deviations and inferential tests were not reported. The findings offer preliminary descriptive evidence that smart-classroom design may support resource access, participation, feedback, and self-directed learning in music-major teaching.

The Function and Influence of L1 Transfer in Second Language Acquisition

Xiaoqi He — 2026-08-04

This paper explores the function and influence of L1 transfer in second language acquisition, with a specific focus on English learning within the Chinese context. Language transfer acts as a dual force in the learning process; while inter-lingual commonalities rooted in universal grammar can facilitate positive transfer and boost learner confidence, the structural and conceptual differences between languages often trigger negative transfer, leading to language errors and learning difficulties. Focusing on English writing instruction, this study demonstrates that the tracks of L1 negative transfer are highly conspicuous across vocabulary, grammar, and cultural thinking dimensions. Specifically, students frequently misapply word forms due to differences in plural concepts, omit necessary subjects because of the distinct subject-predicate relations in Chinese, and produce rigid “Chinglish” expressions by directly applying native thinking habits to English sentence building. To address these issues, the paper suggests that teachers should provide targeted guidance—such as analyzing typical mistakes, contrasting sentence patterns, and cultivating target-language thinking—to effectively minimize the negative interference of the mother tongue and progressively improve students’ comprehensive writing literacy.

Research on Practical Pathways for Cultivating the Spirit of Craftsmanship among Vocational College Students under the Framework of Industry-Education Integration

Tong Liu — 2026-08-06

Driven by the continuous deepening of the integration of production and education and the transformation and upgrading of the manufacturing industry, cultivating the craftsman spirit of higher vocational students has become a key measure to improve the quality of technical and skilled personnel training. Based on the background of integration of industry and education, taking Changchun Technical University of Automobile as a case, this study comprehensively and systematically analyzed the core adjustment faced by the cultivation of craftsman spirit of higher vocational students, systematically explained the internal logic of the cultivation of craftsman spirit with integration of industry and education, and proposed a four-dimensional collaborative practice path of curriculum collaboration, field collaboration, teacher collaboration and evaluation collaboration. The four dimensions support each other and work together to form a systematic scheme to solve the practical dilemma, which effectively solves the practical dilemma of the cultivation of craftsman spirit in higher vocational colleges. This study provides a systematic practical framework for deepening the cultivation of craftsman spirit in higher vocational colleges under the background of the integration of industry and education, and has theoretical value and practical significance for promoting the high-quality development of vocational education.

Generative AI-Assisted POA-Based Instructional Design for Beginner-Level Spoken Chinese

Yuping Hu — 2026-08-04

In the context of the digital transformation of international Chinese language education, generative artificial intelligence (GenAI) offers potential support for a production-oriented approach (POA)-based instructional design for beginner-level spoken Chinese. In response to challenges such as insufficient alignment between motivating tasks and learners’ proficiency levels, insufficiently targeted enabling scaffolds, and difficulties in organizing assessment and feedback, this study develops a GenAI-assisted POA instructional design model for beginner-level spoken Chinese. Using Lesson 5, “Wuhan Is a Good Place,” from New Era Spoken Chinese: Elementary (Volume I) as a case, the study explores application pathways for GenAI in motivating task differentiation, enabling scaffold provision, and providing assessment feedback improvement. The analysis suggests that, under teacher guidance, GenAI can provide task suggestions, learning scaffolds, and feedback prompts for POA-based instructional design. GenAI-generated content should therefore be selected, revised, and adapted by teachers before being used in classroom instruction.

A New Exploration of Cultivating Clinical Thinking in Rehabilitation Therapy from the Perspective of Integrating Chinese and Western Medicine

Jing Liu — 2026-08-06

Amid population aging and shifting rehabilitation concepts, society increasingly demands multidisciplinary rehabilitation professionals. Under national policies promoting integrated Chinese and Western medicine (ICWM), rehabilitation therapy education must shift from a “Chinese-Western divide” to an “integrated cultivation” model. The Rehabilitation Therapy program at Nanjing University of Chinese Medicine, a National First-Class Undergraduate Program, faces bottlenecks such as fragmented curricula, unidirectional teaching, disconnection from practice, and unitary assessment. Guided by “boundary-breaking” and “integration,” we systematically construct a six-dimensional ICWM rehabilitation teaching system covering philosophy, curriculum, instruction, practice, faculty, and assessment. By reshaping an integration-oriented training plan, innovating diversified teaching models, bridging stepwise clinical practice, fostering interdisciplinary faculty, and reforming competency-driven assessment, this system enhances students’ integrated clinical reasoning and practical skills. It provides a systematic, actionable pathway for educational reform in rehabilitation therapy.

Construction and Practice of Blended Online-Offline Courses Based on Smart Technologies: Using the Course “Digital Technology and Architectural Design” as A Case Study

Wei Zhu — 2026-08-04

Based on multiple rounds of course development and teaching reforms, the teaching team has updated the teaching content related to digital technology. In response to teaching needs, we have improved the MOOC course resources and refined offline teaching methods to achieve better blended online-offline teaching outcomes. Smart technologies have been adopted to build a smart course, with the completion of knowledge graphs, competency graphs, and problem graphs, all of which have been applied in teaching practice. Through the assistance of teaching agents in instruction, we have observed that students’ learning interest has increased, knowledge acquisition speed has improved, technical skill mastery has become significantly better, and overall teaching effectiveness has seen remarkable enhancement.

Mechanisms of Generative AI-Driven Sound Art Creation within the Framework of Quantum Cognition and Paradigm Reconstruction in Higher Education

Jiasheng Jin — 2026-08-04

As AIGC technologies become deeply integrated into higher education teaching and learning, a critical challenge has quickly emerged: many pedagogical approaches remain constrained by traditional linear thinking, particularly evident in the persistence of unidimensional instructional models. To address this impasse, this study introduces quantum cognition theory to construct a human–AI collaborative creative model. The model operates through three phases: latent state generation, observational collapse, and iterative evolution. An empirical investigation was conducted with three cohorts of students from the AIGC Film and Television Production Innovation Program at Sichuan Film and Television College. The findings indicate that under the influence of quantum cognition, a nonlinear pedagogical paradigm significantly enhances students’ cross-path exploration capabilities. Moreover, human–AI co-created works demonstrated notable “emergence” in provincial- and national-level competitions. This research substantiates how this approach reshapes cognitive pathways and teaching evaluation systems in sound art, offering theoretical grounding and practical pathways for the paradigm reconstruction of arts education in the era of artificial intelligence.

A Study on the Construction of a “Learn-Practice-Compete-Evaluate” Teaching System for High School Physical Education Guided by Core Competencies

Zhiwen Hu — 2026-08-04

There is a conflict in the current PE curriculum between its goal of developing core competencies and the way it is taught, the latter being somewhat superficial. A teaching system called “Learn-Practice-Compete-Evaluate” is proposed as a solution to the structural dilemma described. In this paper, core competencies are examined at the theoretical level, and an operational framework for the LPCE teaching system is established by examining the four dimensions of “Learn,” “Practice,” “Compete,” and “Evaluate.” Internal mechanisms of closed-loop connections across all four dimensions and spiral progression among them are explained. Problem-based learning encourages deep understanding; step-by-step and progressively developing skill proficiencies; real competitions increase an individual’s enthusiasm for sport; and multi-stakeholder evaluation will produce diagnostic feedback. The framework developed will support curriculum reform efforts focused on developing physical literacy.

The Effects of ChatGPT Feedback on College Students’ Argumentative Writing Self-Efficacy and Writing Performance

Chenlong Zhang — 2026-08-06

Generative AI tools such as ChatGPT are increasingly integrated into the teaching of English writing, and previous research confirms their ability to provide personalized feedback to correct grammatical and lexical errors and improve writing quality. However, few empirical studies have examined how ChatGPT shapes students’ argumentative writing self-efficacy. To fill this research gap, a circular framework of writing-feedback-revision was used for three weeks in this study. Forty-five Chinese English majors were divided into a high-level group (n = 22) and a low-level group (n = 23) according to their vocabulary test scores, and then randomly assigned to the ChatGPT feedback group and the teacher feedback group. The research instruments included an argumentative writing assignment, a writing self-efficacy questionnaire, and a vocabulary assessment. This paper examines the effects of feedback at different levels of writing on writing competence and self-efficacy. The results reveal three key findings. First, learners who received teacher feedback (mean rank = 27.39) made greater writing progress than those who used ChatGPT (mean rank = 19.19), with low-proficiency students showing the weakest improvement with AI feedback (mean rank = 13.63). Second, ChatGPT significantly improved the writing self-efficacy of low-level learners, but there was no corresponding gain in their writing performance. Third, teacher feedback had a consistent positive effect on both writing outcomes and self-efficacy. The evidence suggests that ChatGPT cannot completely replace writing instructors, especially for low-proficiency learners, as over-reliance on AI may inhibit writing growth. Nevertheless, ChatGPT can still be used as a viable aid to correct errors and refine expressions to develop writing confidence, and advanced learners need teacher-led training to develop critical and creative thinking. This study provides empirical evidence for AI-enhanced writing instruction and provides differentiated instructional designs for learners with different proficiency levels.

Organizing Learner Diversity in Mixed-Ability Foreign Language Classrooms: A Critical Review and Framework for Tiered Task Design

Bin Wang — 2026-08-04

Learner diversity in foreign language classrooms is often handled as a placement problem. Students are grouped by entrance or proficiency scores, and differentiated instruction is expected to follow from the resulting class structure. This critical integrative review questions that assumption and develops a framework for tiered task design in mixed-ability foreign language classrooms. Drawing on research on ability grouping, tracking, differentiated instruction, second language motivation, task-based language teaching, dynamic assessment, and recent AI-mediated EFL support, the article argues that the central issue is not whether learners differ, but how those differences are identified, interpreted, adjusted for, and made consequential in classroom life. Evidence from general education offers limited support for long-term fixed between-class grouping and points to risks of labeling, reduced teacher expectations, weakened academic self-concept, and unequal access to demanding tasks. Evidence from differentiated instruction and EFL task studies is more favorable to within-class adjustment, although it remains fragmented and does not yet establish tiered task design as a superior intervention. On this basis, the review proposes a four-dimensional account of learner-diversity organization and specifies four mechanisms for tiered task design: shared communicative goals, graded scaffolding, scaffolded choice, and developmental assessment. The framework is presented as a researchable pedagogical model rather than a settled solution, with implications for language programs seeking to support participation and equity without turning proficiency differences into fixed learner labels.

The Current Status, Problems, and Optimization Strategies for Integrating Hainan Red Music Culture into Music-Related Courses for Education Majors

Kaixi Yu — 2026-08-04

Hainan red music culture was developed during the Qiongya Revolution, local folk music, and the culture of the times. Hainan musical culture, cultural expressions, and spirit guidance are functions of past memory and aesthetic expression and can be integrated into music-related courses for education majors. Music-related courses for education majors can integrate this content into vocal music, choral singing, music appreciation, and music-related practice courses to help students better understand local culture and the red spirit. This article discusses the integration of Hainan’s red music culture with higher education culture, noting that the current integration is the basis for curriculum activities and campus dissemination. However, problems such as an unsystematic curriculum, insufficient local resource transformation, poor teaching methodology, unstable practical collaboration, and weak digital dissemination may still exist. To improve integration, the path should improve in the areas of curriculum module building, resource database development, classroom method innovation, school-local collaborative practice, digital dissemination, and evaluation, to favor the normalized, systematic, and distinctive development of Hainan red music culture in higher education aesthetic education and cultural education.

Innovation in Precision Training Model for Tendon Suture: A Virtual-Assisted and Entity-Integrated Pathway with Multidimensional Dynamic Evaluation

Hong-Fei Wang — 2026-08-06

Background: Zone II flexor tendon repair—the slick, multistranded core sutures, the delicate balance between gapping and tightness—is precisely the kind of procedure that makes hand surgery rotations a proving ground for junior residents, whether they come from orthopedics, plastics, or the emergency room. However, traditional bedside apprenticeship has never really solved the exposure problem. Supervising faculty vary widely in their preferred techniques, and the trainee rarely gets to make—and learn from—catastrophic mistakes before the real tissue is already under the needle. This bottleneck has become particularly obstructive in our own tiered residency cohorts, where the gap between simulator-naive and simulator-trained performance kept widening. So instead of patching the old curriculum with sporadic dry-lab sessions, we decided to flip the sequence: put the Touch Surgery module right at the front end of the block, used it as a deliberate cognitive warm-up, and then immediately reinforced that virtual rehearsal with hands-on work on cadaveric specimens and silicone models. Using a randomized controlled design, we compared our hybrid pipeline against the conventional teaching stream. The simulation-first group demonstrated fewer technical deviations on objective checklists, and their attending physicians also consistently noted less trembling and hesitation during the first live-tissue pass. Methods: Fifty surgical residents (34 males, 16 females) from the surgical standardized training base of the First Affiliated Hospital of the University of South China were selected from December 2024 to June 2025. Using a random number table method, they were randomly divided into an experimental group (n = 25) and a control group (n = 25), receiving virtual-assisted and entity-integrated teaching and traditional teaching methods, respectively. After practical exercises, both groups underwent theoretical and operational assessments, and a multidimensional evaluation was conducted, with the results of the two groups compared and analyzed. Results: After training, the experimental group showed varying degrees of improvement in supervising expert scores, peer teacher scores, instructor scores, resident scores, SEEQ teaching satisfaction scores, theoretical knowledge mastery scores, operational skill level scores, and surgical guideline mastery scores (P < 0.05). Conclusion: The virtual-assisted and entity-integrated training model achieved good training outcomes in the training of resident doctors in tendon suturing, significantly improving their theoretical level, operational skills, and teaching satisfaction.

A Study on the Translation Strategies of Miao Embroidery Visual Symbols from the Perspective of Intercultural Communication

Rui Wang — 2026-08-05

Amid globalization, culturally rich traditional ethnic visual symbols often face semantic dilution or misinterpretation in cross-cultural communication. Focusing on the butterfly motifs of Miao embroidery, this study investigates how visual translation design can enhance the cross-cultural comprehensibility of ethnic symbols while preserving their cultural authenticity. Through literature review and theoretical analysis, the study integrates semiotics and cross-cultural communication theories to construct a three-stage analytical framework: “symbolic decoding–cross-cultural analysis–principle induction.” Based on this framework, the paper proposes three specific translation principles—visual simplification, cultural semantic reconstruction, and contextualized communication—alongside a systematic translation framework. While the three principles address specific communication barriers at the levels of visual form, cultural meaning, and communication context, the framework integrates them into a progressive operational path: “visual form optimization–cultural semantic reconstruction–communication context adaptation.” Ultimately, this framework not only applies to Miao embroidery but also provides a theoretical and design reference for the cross-cultural communication of other traditional ethnic visual symbols rooted in specific cultural contexts.

AI-Supported Project-Based Learning Reform for the Data Structures Course under the “Less Teaching, More Learning” Philosophy

Xiaoxia Pu — 2026-08-06

This study proposes an AI-supported project-based learning (PBL) framework for the Data Structures course under the Less Teaching, More Learning philosophy. The traditional chapter-based curriculum was reconstructed into eight authentic Python projects supported by the learning activity management system and a large language model-based AI teaching assistant. A controlled teaching experiment involving two undergraduate classes was conducted to evaluate the effectiveness of the proposed approach. The results indicate that the AI-supported PBL model significantly improved students’ academic performance, programming competence, and self-directed learning compared with conventional instruction. The proposed framework provides a practical and transferable paradigm for AI-enabled curriculum reform in computer science education.

Research on the Construction of New Teacher-Student Relationships in Private Universities Empowered by AIGC from the Knowledge-Power Perspective

Peng Chen — 2026-08-05

Against the backdrop of the rapid penetration of Artificial Intelligence Generated Content (AIGC) into higher education, teacher-student relationships in private universities are undergoing profound transformations. Based on Foucault’s theory of knowledge and power, this paper takes private universities as a specific research field, focuses on the interactive dimension between teachers, students and AIGC technology, explores the two-way logic of knowledge-power between teachers and students as well as between human subjects and technology with the intervention of AIGC, and analyzes practical dilemmas including power imbalance, communication alienation and excessive technological discipline arising in the process of AIGC empowering teacher-student relationships in private universities.

Literature Review on the Impact of Symbol Sense on Algebra Learning in Middle School Students

Lele Hao — 2026-08-05

This paper conducts a literature review to examine domestic and international research on symbolic literacy, defining a four-tiered structure of symbol awareness: perception, operation, reasoning, and representation. It analyzes the differentiated impact of each tier on algebra learning in junior and senior high schools, and constructs a tiered algebra teaching system that integrates secondary education. The study points out that existing research suffers from incomplete coverage of educational stages, a lack of assessment tools, and weak empirical evidence in teaching. It proposes future research directions such as longitudinal tracking, tiered teaching experiments, and digital integration, providing a reference for cultivating symbolic literacy in secondary schools.

Cultural Protection or Production Incentive? A Policy Analysis of the UK High-End Television Cultural Test under the Audio-Visual Expenditure Credit

Suchen Han — 2026-08-05

This article examines the United Kingdom’s cultural test for high-end television (HETV) under the Audio-Visual Expenditure Credit (AVEC), asking whether the scheme is better understood as a safeguard for British cultural value or as a mechanism for incentivizing screen production. Drawing on policy analysis and the distinction between explicit and implicit cultural policy, it explores how the test defines cultural value and reveals tensions between cultural protection and industrial support. The points-based test translates “Britishness” into criteria concerning content, creative labor, production location and infrastructure, linking certification to fiscal support. While this framework makes certification more transparent and enhances the UK’s appeal as a production base, its benefits remain uneven. Large companies, inward-investment productions and global platforms are better positioned to meet certification and tax-credit requirements because of administrative and financial capacity. Independent, regional and lower-budget producers may benefit less, while certification does not ensure distinctive content, British ownership or sustained creative control. The article concludes that the HETV cultural test is industrially effective but culturally conditional, and should be assessed through domestic ownership, regional capacity and public cultural value.

Exploring the Optimization of Risk Analysis and Management Teaching in the Context of AI Empowerment

Zhigang Shi — 2026-08-06

Risk Analysis and Management is a core course for majors in management science, featuring strong theoretical, practical, and comprehensive attributes. The traditional classroom teaching model gradually shows deficiencies in adapting to modern risk governance demands and cultivating interdisciplinary talents. The rapid advancement of artificial intelligence technology provides brand-new approaches and technical support for curriculum teaching reform. On this basis, based on the current teaching status of Risk Analysis and Management in universities, this paper elaborates the core value of AI-enabled curriculum teaching reform and puts forward targeted optimization countermeasures. It aims to promote high-quality development of Risk Analysis and Management classroom teaching and cultivate high-caliber management talents equipped with risk judgment capabilities, AI application skills, and a sense of national mission.

Research on Teaching Reform and Optimization of University Fuel Cell Courses Integrated with Machine Learning

Panpan Guan — 2026-08-06

Driven by the global low-carbon energy transition and China’s dual-carbon strategy, fuel cell technology has become a core compulsory course for energy chemistry, new energy science and engineering, and other related majors in universities. This course features obvious interdisciplinary attributes covering electrochemistry, catalytic materials, fluid mechanics, and automatic control. However, microscopic reaction mechanisms and multiphysics coupling processes are invisible and abstract, bringing great learning difficulties to students. At present, domestic fuel cell teaching faces prominent bottlenecks including fragmented curriculum content, insufficient visual demonstration of microscopic mechanisms, high cost and safety risks of physical experiments, disconnection between teaching and industrial frontiers, and lack of intelligent technology integration. Traditional lecture-based teaching only focuses on theoretical knowledge indoctrination, failing to cultivate students’ data analysis, modeling optimization, and engineering innovation capabilities, which cannot meet the talent demand of intelligent upgrading of the fuel cell industry. Machine learning (ML) has outstanding advantages in nonlinear data fitting, performance prediction, multi-objective optimization, and microscopic mechanism inversion, which provides a new path for fuel cell curriculum reform. Targeting practical teaching pain points of energy majors, this paper summarizes five major teaching dilemmas of existing fuel cell courses, and explores multi-dimensional integration paths of ML and classroom teaching, virtual simulation experiments, project training, and university-enterprise collaborative education. Furthermore, this paper puts forward targeted reform strategies from four aspects: hierarchical knowledge system construction, inquiry-based teaching innovation, practical teaching system expansion, and teacher training and evaluation mechanism optimization. The research results integrate data-driven thinking and intelligent modeling methods into the whole teaching process, effectively solving the problems of abstract mechanism explanation, limited experimental conditions, and lagging frontier technology updates. It provides theoretical support and practical reference for intelligent curriculum reconstruction and innovative engineering talent cultivation of fuel cell courses under an emerging engineering education background.

Exploration of Integrated Theory and Practical Teaching Mode for Chemical Engineering Principles under the Emerging Engineering Background

Yue Gao — 2026-08-06

The construction of emerging engineering disciplines focuses on industrial transformation and upgrading as well as talent demands in emerging chemical sectors, putting forward innovation requirements for the traditional classroom teaching of Chemical Engineering Principles. As a core course linking basic theories and engineering applications for chemical majors, it is confronted with prevalent practical difficulties including abstract theoretical formulas, disconnection between classroom lectures and industrial realities, and separation of theoretical learning from practical application. Based on the talent cultivation objectives of emerging engineering education, this paper takes integrating theoretical knowledge into the classroom and connecting classroom teaching with engineering scenes as the core idea, and constructs a new integrated teaching mode from four dimensions: reconstruction of teaching content, innovation of classroom teaching methods, integrated design of theory and practice, and diversified assessment mechanisms. Classroom practice is carried out around typical unit operations such as fluid transportation, heat transfer, and distillation. Practical results show that the integrated classroom can reduce students’ difficulty in understanding theories and strengthen their engineering thinking, meeting the employment standards of emerging engineering industries including the new energy chemical industry and the green chemical industry. It can provide references for classroom reform of similar engineering majors.

A Multi-Role AI Agent for Project-Driven Teaching Practice in Software Engineering

Yan Yan — 2026-08-06

To address the pain points in traditional software engineering teaching, such as disconnected learning scenarios and limited effectiveness of project-driven teaching, this study designs and implements a multi-role AI Agent named SE_Coach. It simulates roles in software development, such as product managers, and guides students through heuristic questioning and situational simulation. A 16-week controlled experiment was conducted with 80 junior computer science students. The experimental group adopted a model of teacher guidance + AI agent + group collaboration, while the control group used traditional group collaboration. The results show that the experimental group had significantly better self-efficacy and project outcome quality. SE_Coach effectively improves students’ practical abilities and collaborative thinking, providing a feasible paradigm for AI-empowered software engineering teaching.

Effect of Standardized Teaching on Operational Proficiency and Complication Prevention among Young Physicians Performing Outpatient Painless Gastrointestinal Endoscopy

Hui Yuan — 2026-08-06

Objective: To evaluate the effect of standardized teaching on operational proficiency and complication prevention among young physicians performing outpatient painless gastrointestinal endoscopy. Methods: A total of 100 patients undergoing outpatient painless gastrointestinal endoscopy from January 2024 to January 2026 were included and randomly allocated to an observation group or a control group, with 50 patients in each group. Procedures in the control group were performed by young physicians who received traditional apprenticeship-based teaching, whereas procedures in the observation group were performed by young physicians who received standardized teaching. Procedure-level operational proficiency, complication incidence, patient satisfaction, and post-training theoretical and practical assessment scores were compared between the two groups. Results: Gastroscope insertion time, colonoscope insertion time, and examination completion time were significantly shorter in the observation group than in the control group, and the number of procedural errors was significantly lower (all P < 0.001). The overall incidence of complications was lower in the observation group than in the control group (4.00% vs. 18.00%, P = 0.007). Patient satisfaction was higher in the observation group than in the control group (96.00% vs. 80.00%, P = 0.014). Theoretical and practical assessment scores of young physicians were also significantly higher after standardized teaching (both P < 0.01). Conclusion: Standardized teaching can improve procedural proficiency, reduce complications, enhance patient satisfaction, and strengthen the comprehensive clinical competence of young physicians performing outpatient painless gastrointestinal endoscopy. This teaching model has practical value for clinical training.

A Study on the Variations Phenomenon of Foreign Literature in Chinese Language Textbooks

Ming Mao — 2026-08-06

Robert Frost’s The Road Not Taken underwent significant variation in the People’s Education Press textbook. Its content shifted from a trivial, philosophical incident to a momentous life decision, and its theme evolved from quiet reflection to didactic moral instruction. Such variations in adapting foreign literature are ubiquitous and warrant urgent scholarly attention.

Exploration on the Collaborative Education Mechanism of College Design Education from the Perspective of Aesthetic Education Immersion: Focusing on the Cultivation of Art and Design Talents

Gao Peng — 2026-08-05

In 2023, the Ministry of Education fully implemented the School Aesthetic Education Immersion Initiative, charting a new direction for the cultivation of art and design talents in colleges and universities. Against this policy background, the integration of the aesthetic education immersion concept with the collaborative mechanism of design education is crucial to improving the quality of talent cultivation. From the perspective of aesthetic education immersion, this paper systematically sorts out the policy connotation and theoretical foundation of collaborative education, analyzes the prevailing problems in current design education regarding aesthetic education cognition, curriculum system, faculty allocation, and industry-education collaboration, and proposes a “five-dimensional immersion” collaborative education mechanism. Furthermore, it puts forward feasible implementation strategies from the aspects of top-level design, curriculum reform, faculty team building, industry-education integration, and evaluation mechanism, providing theoretical and practical references for the cultivation of design talents in colleges and universities in the new era.

Shawn’s Violence and Tara’s Laugh: An Analysis of Educated Based on Trauma Theory

Huili Huang — 2026-08-05

Educated is an autobiography written by American author Tara Westover (1986–). This novel tells the story of how Tara, a girl who never received any formal schooling, earned a PhD from a prestigious university. During her growth, Tara experienced numerous physical and psychological traumas. One of Tara’s sources of trauma was the violence from her brother—Shawn. It is worth noting that Tara would laugh when enduring abuse from her brother. Based on the trauma theory, this paper analyzes the trauma that Shawn brought to Tara and explains the profound connotation of Tara’s laugh in violent situations as well as how Tara gets over the trauma. Tara’s experience is argued to reveal the dissociative stress response brought on by persistent trauma, as well as the potential for healing—one achieved through establishing a safe environment, reconstructing the trauma narrative, and rebuilding a sense of connection.

AI-Empowered Cultivation of Cross-Cultural Pragmatic Competence in Business English

Tingting Zhou — 2026-08-06

In the context of economic globalization and the continuous development of digital trade, cross-cultural pragmatic competence has become a core competency for business English talents. In response to the prominent problems of a lack of real teaching scenarios, a lack of personalized guidance, and lagging and subjective teaching feedback in traditional business English teaching, this study is supported by cross-cultural pragmatics and constructivist learning theory, and constructs an artificial intelligence-empowered cross-cultural pragmatic competence training framework. An integrated intelligent training program is designed from three dimensions: intelligent scene simulation, personalized learning matching, and real-time teaching feedback, and an intelligent training system is built based on a large language model and a business English-specific corpus. This study conducted a 12-week teaching control experiment and verified the scientific and practical effectiveness of the AI empowerment training model constructed in this study through multidimensional teaching evaluation. It can effectively improve students’ cross-cultural pragmatic competence in business English and provide practical and theoretical references for the digital and intelligent teaching reform of business English.

Construction of Career-Oriented Personalized Physical Training Programs in Higher Vocational Colleges Empowered by AI Visual Motion Capture

Wen Li — 2026-08-06

In recent years, artificial intelligence visual technology has achieved rapid development. With the technical advantages of non-contact collection, high-precision identification, and real-time data analysis, AI visual motion capture creates new possibilities for the innovation of physical education in higher vocational colleges and lays a foundation for constructing career-oriented personalized training programs. Teachers can build career-oriented personalized physical training programs relying on this technology, completely breaking the limitations of traditional training and realizing the transformation of physical training from “unified and extensive mode” to “targeted and personalized mode,” and from general physical fitness training to career-specific physical training. It helps physical education in higher vocational colleges truly serve students’ professional competence development. In view of this, this paper first elaborates the significance of constructing personalized physical training programs in higher vocational colleges empowered by AI visual motion capture under career orientation, and then puts forward a series of feasible construction strategies, so as to provide certain references for relevant researchers.

Curriculum Construction of Fuel Cell Technology Based on PBL under the Background of Emerging Engineering Education

Shaojun Dou — 2026-08-06

To promote the construction of high-quality “Golden Course” for fuel cell courses and solve the educational pain points including insufficient advancedness and systematicity in curriculum teaching, so as to meet the training demands of interdisciplinary engineering talents in the field of new comprehensive energy, this paper sorts out and analyzes the core problems existing in current fuel cell teaching in colleges and universities. At present, fuel cell courses are faced with prominent fragmentation of knowledge systems. Most teaching adopts modular and scattered lecture modes with disjoint multidisciplinary knowledge points and disconnection of knowledge before and after the curriculum. As a result, students cannot build a complete and systematic knowledge framework covering basic principles, core components, stack integration, and engineering applications, and their ability to integrate and transfer knowledge is weak. Meanwhile, traditional teaching only focuses on fuel cells as a single power generation device and a single energy conversion dimension, ignoring the industrial application characteristics of multi-energy coupling conversion among hydrogen energy, electric energy, and thermal energy as well as the coordinated operation of wind-solar-hydrogen-energy storage systems. Teaching fails to cultivate students’ systematic thinking of multi-energy coupling, leading to the common lack of overall engineering vision and system optimization thinking among students, and making it difficult for them to tackle complex engineering problems of comprehensive energy systems. The above problems disconnect curriculum teaching from actual industrial demands and restrict the improvement of education quality and connotation construction of golden courses. By clarifying the existing defects of fragmented teaching and lack of systematic vision, this paper provides a problem basis and reform reference for reconstructing systematic, coupled, and cutting-edge curriculum knowledge systems, optimizing advanced teaching modes, and building high-quality fuel cell golden courses for cultivating interdisciplinary new energy talents.

Innovation and Practice of Blended Teaching in Molecular Biology Experiments Based on Self-Built Online Courses

Weijin Li — 2026-08-06

Molecular Biology Experiments is a core foundational course for biology majors, playing a crucial role in cultivating students’ practical abilities and research literacy. In response to the problems of abstract and difficult-to-understand principles, poor demonstration effects, low student participation, and single evaluation methods in traditional teaching, this study is based on the actual situation of local colleges and universities, and carries out systematic teaching reform practices based on the teaching conditions of our school. By building a “dual teacher” teaching team, optimizing the three-level experimental project system of “basic comprehensive expansion,” constructing a hybrid teaching mode based on self-built online courses and virtual simulation platforms, and implementing a diversified assessment and evaluation mechanism throughout the entire teaching process, students’ learning initiative has been effectively stimulated, and their self-learning ability, experimental operation level, and comprehensive problem-solving ability have been significantly improved. This reform provides a replicable and operable practical path for local universities with similar teaching resources to carry out molecular biology experimental teaching.

Designing a Multi-Agent Personalized Learning Support System Grounded in Mastery Learning Theory

Chenwei Liu — 2026-08-05

Generative artificial intelligence offers new ways to support personalized learning, yet many existing applications emphasize content generation without fully connecting learning evidence, instructional intervention, and subsequent evaluation. Adopting a design and development research approach, this study designs a multi-agent personalized learning support system with mastery learning theory as its instructional framework. Within the bounded context of a learning space, specialized agents share data and coordinate tasks to diagnose mastery from formative assessment evidence, generate corrective or enrichment support, and prepare a second parallel formative assessment after teacher review. This process creates an interpretable and traceable closed loop of personalized learning support. The study further derives five design principles and develops a learning-evidence model, a multi-agent collaboration architecture, personalized learning packages, and a staged evaluation framework. Its principal contribution is the translation of mastery learning into an executable and auditable multi-agent workflow, offering design guidance for personalized learning support systems. The proposed design and prototype establish feasibility claims only; their educational effectiveness remains to be examined empirically.

Research on the Coordinated Development of Vocational Education Professional Clusters and Regional Industrial Chains under the New Forms of Employment

Chenzhu Liao — 2026-08-05

The emergence of new employment models has introduced characteristics such as platformization, flexibility, and multifunctionality, creating a structural contradiction between the dynamic industrial demands of industry-education collaboration and the stable supply of education. This paper analyzes three layers of practical contradictions and deep integration barriers, establishes a four-dimensional collaborative framework encompassing technological integration, talent adaptation, functional coupling, and spatial agglomeration, proposes a systematic implementation pathway, and promotes deep alignment between the education chain, talent chain, industrial chain, and innovation chain.

From Missionary Needlework Education to Local Craft Industry: Reconfiguring European Lacework in Modern China

Yihan Jin — 2026-08-05

This paper examines how European lacework was reconfigured in modern China through missionary-led needlework education, women’s vocational craft training, regional textile traditions, and export-oriented production networks. Rather than treating drawnwork as a straightforward instance of Western transmission, this study argues that Chinese actors reshaped the craft through three interrelated mechanisms: pedagogy, technique, and production. Missionaries and church-affiliated institutions initially introduced lace-making as a form of informal vocational training for women in treaty-port regions, including Chaoshan, Yantai, and the lower Yangtze. Local artisans subsequently combined lace structures with Chinese embroidery techniques, creating new relationships among openwork, stitch systems, motifs, and compositional schemes. Finally, these training networks developed into dispersed production systems and export-oriented industries supported by merchants, the circulation of patterns, and regional specialization. By foregrounding mechanisms rather than exhaustive chronology, this paper shows that cross-cultural craft exchange operated through education, labor, and market mediation, thereby turning an imported technique into a localized craft industry in modern China.

Research on the Optimization Path of the Industry-Education Integration and Collaborative Education Mechanism in the Cultivation of High-Skilled Talents for Green Building Operation and Maintenance

Feng Han — 2026-08-06

The report of the 20th National Congress of the Communist Party of China proposed the strategy of “integration of general education and vocational education, integration of industry and education, and integration of science and education,” which provided clear guidance for the high-quality development of vocational education. It is an inevitable choice for vocational education to achieve high-quality development to promote the integration of industry and education in vocational education and carry out the strategic matching between vocational education and major industries. From the perspective of the integration of production and education, this paper expounds its importance in vocational education, analyzes the current situation of the cultivation of high-skilled talents in green building operation and maintenance, and puts forward the optimization measures of talent cultivation, hoping to achieve the goal of cultivating high-skilled talents in green building operation and maintenance.

Fun-Oriented Teaching Practices in Public Football Courses at Vocational Colleges from the Perspective of Enhancing Classroom Participation

Hongjian Fu — 2026-08-05

At present, there are common pain points in public football teaching at vocational colleges, such as high barriers to participation and uniformity in teaching content and methods. From the perspective of enhancing classroom participation, it is essential to improve the fun level of public football teaching. Based on the actual situation of students at vocational colleges and the pain points in public football teaching, this paper comprehensively examines the practical demands for classroom participation in public football and the logic of adapting fun-oriented teaching methods. It proposes specific and effective paths for implementing fun-oriented public football teaching from the dimensions of teaching content and methods, while analyzing the practical effects of fun-oriented teaching. The aim is to comprehensively optimize fun-oriented teaching in public football and enhance student participation in the classroom.

Research on the Growth Difficulties of Special Group Students and Support Strategies from the Perspective of Collaborative Education

Lu Han — 2026-08-05

Special group students are a key concern in inclusive and equitable education. With the deepening of the home-school-society collaborative education mechanism, systematically examining the growth difficulties of special group students from a collaborative perspective and constructing support strategies has significant theoretical and practical relevance. Based on an overview of the current situation of special group students in China, this paper focuses on analyzing the difficulties they face—such as weakening family support and home-school disconnection, insufficient remedial education and school-society disconnection, fragmented social support and family-society absence, and obstacles in collaborative mechanisms—from the perspectives of family, school, and social interactions and the operation of the collaborative mechanism. This paper will explore approaches to multi-agent collaborative education, providing reference for addressing the growth difficulties of special group students.

Cross-Border Collaborative Learning: A Study on Pathways for Integrating Cross-Cultural Cognition and Translation Competence Development

Nan Cao — 2026-08-05

Cross-border collaborative learning creates a place for students to learn without the restrictions of distance and culture; working together, they can cultivate cross-cultural awareness and translation skills to help promote the further development of this kind of study. At present, the cultivation activities for these students are still scattered in terms of cognitive content, lack deep connections with real life, have scattered platform resources, and are deficient in teacher literacy; therefore, the effect of combined education is limited. Given the actual situation of cross-border collaborative learning, this paper explores the need and current problems of integrating the development of cross-cultural cognition and translation competence, and then puts forward some practical suggestions to strengthen the systematic construction of teaching content, deepen the integration of training with context, optimize platform resource integration, and enhance teacher literacy to provide a reference for improving cross-border collaborative learning practice.

Artificial Intelligence-Enhanced Digital Educational Resources in Chinese Higher Education: From Resource Availability to Quality Governance

Hui Shi — 2026-08-05

Digital educational resources have become a central component of Chinese higher education, but the policy and institutional focus is shifting from resource availability to quality, adaptability, and governance. This review article examines how artificial intelligence can support the development, organization, recommendation, classroom use and evaluation of digital educational resources in Chinese higher education. Drawing on policy documents, international guidance and studies on digital competence, learning analytics and artificial intelligence in education, the article uses a resource life-cycle perspective to analyze opportunities and risks. It argues that artificial intelligence can improve resource matching, formative feedback and inclusive access, but these benefits depend on human review, pedagogical alignment, transparent platform governance, data protection and student artificial intelligence literacy. The article proposes a quality governance framework covering resource standards, teacher professional support, student competence development, platform accountability and iterative evidence-based evaluation. The study provides a practical reference for universities seeking to transform digital resource systems from repositories of content into learning-centered, responsible and continuously improved educational infrastructures.

Curriculum Development and Teaching Reform of the Architectural Design Methods Course in the Context of Urban Renewal

Wei Chang — 2026-08-05

China’s ongoing urban renewal strategy has placed new demands on environmental design education, exposing persistent gaps between conventional curricula and actual industry needs, particularly in terms of practical competency. This paper reports on a one‑year curriculum reform project for the course Architectural Design Methods course at Tangshan Normal University. The redesign reorients the course toward urban renewal by restructuring content into six interconnected modules, adopting a blended teaching model that combines project‑based learning with co‑teaching by academics and practitioners, and embedding value‑oriented education through the lens of “spatial pedagogy.” A digital resource platform was also developed to support instruction. The reform has led to measurable improvements in learning outcomes, student engagement, and the alignment of teaching with professional practice. The experience offers a transferable model for similar programs in other institutions.