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, Jiangang Yu — Tue, 07 Jul 2026 15:28:14 +0800

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, Xiaomeng Chen, Yi Jin — Tue, 28 Jul 2026 00:00:00 +0800

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.

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

Xiaoyu Meng, Hui Shi, Jiabao Zheng — Tue, 04 Aug 2026 08:50:06 +0800

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 — Tue, 04 Aug 2026 08:52:47 +0800

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.

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

Yuping Hu — Tue, 04 Aug 2026 08:54:46 +0800

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.

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, Yujie Zhao, Jianping Cai, Yaping Lv, Qiufang Yuan — Tue, 04 Aug 2026 08:58:14 +0800

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 — Tue, 04 Aug 2026 09:00:37 +0800

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 — Tue, 04 Aug 2026 09:02:36 +0800

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.

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

Bin Wang — Tue, 04 Aug 2026 09:04:49 +0800

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 — Tue, 04 Aug 2026 14:50:35 +0800

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.

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

Rui Wang — Wed, 05 Aug 2026 08:45:02 +0800

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.

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

Peng Chen — Wed, 05 Aug 2026 08:47:08 +0800

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 — Wed, 05 Aug 2026 08:49:29 +0800

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 — Wed, 05 Aug 2026 08:51:44 +0800

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.

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, Xue Zheng — Wed, 05 Aug 2026 08:54:05 +0800

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 — Wed, 05 Aug 2026 08:56:04 +0800

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.

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

Chenwei Liu, Linshuo Xiao — Wed, 05 Aug 2026 08:59:12 +0800

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, Qingchun Liang, Golofastova Natalia — Wed, 05 Aug 2026 09:02:28 +0800

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, Yinghao Fan, Yuankai Ma — Wed, 05 Aug 2026 09:05:13 +0800

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.

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

Hongjian Fu — Wed, 05 Aug 2026 09:07:21 +0800

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 — Wed, 05 Aug 2026 09:09:13 +0800

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 — Wed, 05 Aug 2026 09:12:03 +0800

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, Xiaoyu Meng — Wed, 05 Aug 2026 09:15:29 +0800

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, Yifan Gao, Chen Ma, Ying Zhang, Fengzhen Jia — Wed, 05 Aug 2026 09:19:10 +0800

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.