To meet the need for cultivating application-oriented talents in local universities,this study introduced a project-based learning approach into the reform of bioinformatics experimental teaching.The course was struct...To meet the need for cultivating application-oriented talents in local universities,this study introduced a project-based learning approach into the reform of bioinformatics experimental teaching.The course was structured around a project titled"Influenza Virus Analysis",comprising four progressive modules:database utilization and information retrieval,sequence alignment and phylogenetic analysis,functional and structural prediction,and omics data analysis.These modules were integrated into a coherent research workflow that connected fragmented knowledge and technical skills.During implementation,flipped classroom and group collaboration methods were employed,alongside the establishment of a diversified assessment system emphasizing process evaluation.Teaching practice indicates that the reform effectively enhances students professional application skills,learning experience,and scientific literacy,facilitating a shift from"tool operation"to"problem-solving"capabilities.This study provides a reference model for the reform of bioinformatics experimental teaching in local universities.展开更多
This study explores a novel educational model of generative AI-empowered interdisciplinary project-based learning(PBL).By analyzing the current applications of generative AI technology in information technology curric...This study explores a novel educational model of generative AI-empowered interdisciplinary project-based learning(PBL).By analyzing the current applications of generative AI technology in information technology curricula,it elucidates its advantages and operational mechanisms in interdisciplinary PBL.Combining case studies and empirical research,the investigation proposes implementation pathways and strategies for the generative AI-enhanced interdisciplinary PBL model,detailing specific applications across three phases:project preparation,implementation,and evaluation.The research demonstrates that generative AI-enabled interdisciplinary project-based learning can effectively enhance students’learning motivation,interdisciplinary thinking capabilities,and innovative competencies,providing new conceptual frameworks and practical approaches for educational model innovation.展开更多
The“Opinions on Comprehensively Deepening Curriculum Reform to Fulfill the Fundamental Task of Strengthening Moral Education”,issued by China’s Ministry of Education in 2015,explicitly identified Project-Based Lear...The“Opinions on Comprehensively Deepening Curriculum Reform to Fulfill the Fundamental Task of Strengthening Moral Education”,issued by China’s Ministry of Education in 2015,explicitly identified Project-Based Learning(PBL)as a key strategy for cultivating students’core competencies.Since then,PBL has been widely implemented as a pilot initiative in primary and secondary schools,gaining increasing influence.Analyzing the intellectual foundations of PBL research in China can offer valuable insights into its theoretical and practical dimensions.This study uses CiteSpace to examine 156 PBL-related articles from the CSSCI database,revealing that the knowledge base of PBL research is primarily built on two major domains.The first is the theoretical foundation,characterized by frequently cited literature focusing on the conceptual framework,educational value,interdisciplinary approaches,core competency cultivation,and instructional objectives of PBL.The second is empirical research,where highly cited studies include case analyses across K–12 settings,general high schools,and higher education institutions.Moving forward,future research on PBL should explore its meaning and value from a dual-subject and integrated perspective,expand case studies to include vocational education,and further promote the interdisciplinary development of core competencies through PBL.展开更多
Based on the study of the Mechanical Design and Automation major and its relevance to teaching reform in higher education engineering programs,a project-based teaching model was introduced.This approach integrates tea...Based on the study of the Mechanical Design and Automation major and its relevance to teaching reform in higher education engineering programs,a project-based teaching model was introduced.This approach integrates teaching design,scheme argumentation,and the implementation of teaching activities with the project serving as the central framework.Course knowledge points are derived from the project topics,forming the foundation for a structured knowledge framework.The course content is modularized in alignment with the project design,enabling students to engage with professional courses on a module-by-module basis,guided by the project.Each course utilizes the project topic as a practical case,facilitating project-led teaching.A teaching system tailored to the research project is proposed,establishing a professional course structure closely linked to the project objectives.展开更多
In an era defined by complex,interconnected challenges like climate change,pandemics,and resource depletion,the traditional siloed approach to science education is proving increasingly insufficient.Interdisciplinary p...In an era defined by complex,interconnected challenges like climate change,pandemics,and resource depletion,the traditional siloed approach to science education is proving increasingly insufficient.Interdisciplinary project-based learning represents a promising path forward in science education,fostering integrated and holistic learning experiences that move beyond isolated subject learning.Grounded in philosophical ideas of holism,pragmatism,constructivism,and transcendentalism,this article presents a case project illustrating the practical application of interdisciplinary project-based learning.This project engages students in integrating concepts from biology,chemistry,earth science,engineering,and social studies.Through phased activities-research and planning,data collection,implementation,and presentation-students develop a decent understanding of real-world problems while fostering skills in collaboration,problem-solving,and a sense of civic responsibility.Additionally,strategies are proposed to navigate the challenges associated with implementing interdisciplinary project-based learning,including aligning projects with standards,investing in professional development,leveraging community resources,and building support from stakeholders.展开更多
This study focuses on exploring the practical path of Micro Project-Based Learning from the perspective of integrated unit teaching,aiming to address the issue of integrating the Project Section with other sections in...This study focuses on exploring the practical path of Micro Project-Based Learning from the perspective of integrated unit teaching,aiming to address the issue of integrating the Project Section with other sections in the new junior high school English textbook published by Shanghai Education Press.Based on two rounds of action research,a micro-project design framework is constructed,which includes“unit micro-project design”,“micro-project-based unit teaching”,“micro-project achievement display”,and“evaluation and reflection”.Practice shows that with the guidance of task lists and scaffolding support,this framework effectively promotes the integration of subject knowledge and the development of students’core competence,providing a transferable implementation paradigm for integrated unit teaching.展开更多
Contemporary higher education prioritizes cultivating students’key competencies and comprehensive problem-solving abilities,specifically fostering innovation,goal orientation,and initiative.This study investigates a ...Contemporary higher education prioritizes cultivating students’key competencies and comprehensive problem-solving abilities,specifically fostering innovation,goal orientation,and initiative.This study investigates a pedagogical framework that synergizes Research-Led Learning(RLL)and Project-Based Learning(PBL)to establish an open,exploratory learning environment.Employing a case study methodology,the research tracked architecture students engaging in a structured PBL process involving rigorous research activities—ranging from theoretical analysis to field investigations—to develop evidence-based design solutions.Evaluations from both student and faculty perspectives assessed the pedagogical effectiveness regarding learning outcomes and competency development.The findings indicate that this methodology effectively bridges the gap between research and practice,significantly bolstering students’capacity to address authentic challenges and propelling self-directed learning in architectural education.展开更多
This study addresses the challenges confronting the ideological and political construction of general artificial intelligence curriculum-namely,the dilution of value guidance amid pluralistic intellectual currents,the...This study addresses the challenges confronting the ideological and political construction of general artificial intelligence curriculum-namely,the dilution of value guidance amid pluralistic intellectual currents,the superficial internalization of concepts resulting from didactic pedagogy,and the ineffectiveness of character cultivation stemming from fragmented and decontextualized techno-ethical cases.This paper proposes centering the value proposition on“Serving the Nation through Science and Technology”.Leveraging the deeply integrated industry-academia-research-application synergy,we integrate ideological and political elements into the comprehensive technological practice workflow.To achieve this,we(1)incorporate authentic enterprise project practicums to foster students’sense of responsibility;(2)construct a virtual debate platform on technology ethics dilemmas to develop ethical discernment;and(3)organize solution competitions targeting urgent social problems to incubate technology-for-good initiatives.Collectively,these approaches enhance students’technological mission awareness,ethical sensitivity,and social responsibility.展开更多
Knowledge distillation has become a standard technique for compressing large language models into efficient student models,but existing methods often struggle to balance prediction accuracy with explanation quality.Re...Knowledge distillation has become a standard technique for compressing large language models into efficient student models,but existing methods often struggle to balance prediction accuracy with explanation quality.Recent approaches such as Distilling Step-by-Step(DSbS)introduce explanation supervision,yet they apply it in a uniform manner that may not fully exploit the different learning dynamics of prediction and explanation.In this work,we propose a task-structured curriculum learning(TSCL)framework that structures training into three sequential phases:(i)prediction-only,to establish stable feature representations;(ii)joint prediction-explanation,to align task outputs with rationale generation;and(iii)explanation-only,to refine the quality of rationales.This design provides a simple but effective modification to DSbS,requiring no architectural changes and adding negligible training cost.We justify the phase scheduling with ablation studies and convergence analysis,showing that an initial prediction-heavy stage followed by a balanced joint phase improves both stability and explanation alignment.Extensive experiments on five datasets(e-SNLI,ANLI,CommonsenseQA,SVAMP,and MedNLI)demonstrate that TSCL consistently outperforms strong baselines,achieving gains of+1.7-2.6 points in accuracy and 0.8-1.2 in ROUGE-L,corresponding to relative error reductions of up to 21%.Beyond lexical metrics,human evaluation and ERASERstyle faithfulness diagnostics confirm that TSCL produces more faithful and informative explanations.Comparative training curves further reveal faster convergence and lower variance across seeds.Efficiency analysis shows less than 3%overhead in wall-clock training time and no additional inference cost,making the approach practical for realworld deployment.This study demonstrates that a simple task-structured curriculum can significantly improve the effectiveness of knowledge distillation.By separating and sequencing objectives,TSCL achieves a better balance between accuracy,stability,and explanation quality.The framework generalizes across domains,including medical NLI,and offers a principled recipe for future applications in multimodal reasoning and reinforcement learning.展开更多
The purpose of this study is to gain perspectives on introducing IBCTL(International Baccalaureate Certificate in Teaching and Learning)into graduate school of teacher education in Japan,which are currently providing ...The purpose of this study is to gain perspectives on introducing IBCTL(International Baccalaureate Certificate in Teaching and Learning)into graduate school of teacher education in Japan,which are currently providing advanced teacher training programs aimed at cultivating student agency,a comprehensive set of skills necessary for children living in the future,as advocated by the Organisation for Economic Co-operation and Development(OECD)Education 2030 Project.To achieve this goal,I examined the curriculum and structure that are important for IB teacher training and the introduction of IBCTL.I attempted to achieve this goal by examining the curriculum being developed at a graduate school of teacher education attempting to implement IBCTL and the creation of a syllabus based on that curriculum through lesson planning.As a result,I examined the curriculum and structure as a perspective for introducing IBCTL into graduate school of teacher education in Japan,where advanced teacher training is required.I found that a core curriculum and structure that incorporates the core of the IBCTL into the core of graduate school of teacher education programs is important for implementing an IB education that is aligned with the advancement of teacher training and the development of student agency.展开更多
This study focuses on the effectiveness of the project-based language learning(PBLL) in a college Secretarial Oral English(SOE) Module. Student reflections of the language project work have been analyzed through Activ...This study focuses on the effectiveness of the project-based language learning(PBLL) in a college Secretarial Oral English(SOE) Module. Student reflections of the language project work have been analyzed through Activity Theory. Moreover,Data has been collected and categorized based on the components of complex human activity: the subject, object, tools(signs,symbols, and language), the community in which the activity take place, division of labor, and rules. The findings theoretically support the outcome of project-based language learning which align with the object of the activity.展开更多
This study intends to explore a new project-based assessment model for higher vocational English speaking teaching.A new selective course was initiated by the author for study purpose.A semester-long project was carri...This study intends to explore a new project-based assessment model for higher vocational English speaking teaching.A new selective course was initiated by the author for study purpose.A semester-long project was carried out.A scoring rubric around content,pronunciation,language and PPT use was developed.Both quantitative and qualitative approaches were employed.The overall results show that the new project-based assessment model has been proved effective in evaluating students’project outcomes.展开更多
This study aims to explore Chinese university EFL learners'perceptions toward alternative assessment in a context of a project-based learning digital storytelling presentation in Speaking Course.It also seeks to c...This study aims to explore Chinese university EFL learners'perceptions toward alternative assessment in a context of a project-based learning digital storytelling presentation in Speaking Course.It also seeks to compare the relationship between alternative assessment and teacher assessment.The findings showed that a strong correlation between alternative assessment and teacher assessment occurred.Alternative assessment activities are viewed by students as"authentic"assessments,as they mimic how the student will be using their knowledge in the future.Alternative assessment as a form of formative assessment can be a powerful day-to-day tool for teachers and students.Alternative assessment is an enabler of process of learning.The study suggests that alternative assessment can encourage learners to become more fully responsible for their learning and can result in more and better learning.Alternative assessment can thus be used as a golden key to the"deaf and dumb"phenomenon for Chinese university EFL learners.展开更多
Based on the research on the project course theory of "integration of theory and practice" in higher vocational education and the analysis of practical teaching in colleges and universities at home and abroa...Based on the research on the project course theory of "integration of theory and practice" in higher vocational education and the analysis of practical teaching in colleges and universities at home and abroad, combined with literature research, case analysis, system theory and other research methods, the project-based teaching goal, model, content and means of "integration of doing, learning and teaching" in higher vocational education is explored, and the project-based teaching model of "Landscape Planning and Design" is discussed combined with the application of information-based teaching methods. So as to provide references for carrying out the project-based teaching in similar courses in higher vocational colleges and really achieve docking the actual post requirements with the course to provide the basis for achieving the purpose of cultivating skilled talents in higher vocational education.展开更多
Universities teach mainly specialized subjects and the liberal arts. Society expects university students to gain certain basic skills important when working for a company. These skills can be divided broadly into acti...Universities teach mainly specialized subjects and the liberal arts. Society expects university students to gain certain basic skills important when working for a company. These skills can be divided broadly into action, thinking, and teamwork. The purpose of this paper is to propose a method of project-based education for developing fundamental competencies for working persons. Many studies have been reported on educational methods with project management techniques, but few have considered project-based education aiming at improving fundamental competencies for working persons. If these competencies can be developed through project-based education, it will be possible to develop not only teamwork skills, but also a wide range of skills involving action as well as thinking. The traditional Japanese university curriculum comprises specialized subjects and the liberal arts. The author proposes the addition of project-based education to develop basic skills needed in the workforce. This research proposes an education model for basic competency training and examines the educational outcomes by studying results of a cooking tool project assigned to university students. The model includes Teoriya Resheniya Izobretatelskikh Zadatch （TRIZ, a Russian acronym for the theory of inventive problem solving）, a World Cafe, and the SECI process （a process of knowledge creation comprised of socialization, externalization, combination, and internalization in knowledge management） in the hope that this model will be conducive to implementing effective project-based learning. This research concludes that it is possible to develop the basic skills needed by university students in society through project-based learning under a basic skills education model.展开更多
In this article, authors describe how to use the project-based learning （PBL） pedagogy to enhance students＇ Calculus learning based on the first author＇s experimental teaching experience. The ＂2014 BMCC Polar Art...In this article, authors describe how to use the project-based learning （PBL） pedagogy to enhance students＇ Calculus learning based on the first author＇s experimental teaching experience. The ＂2014 BMCC Polar Art Calendar＂ project was completed by Calculus students at Borough of Manhattan Community College （BMCC） during the fall 2013 semester. Students were requested to apply graphs of polar equations to create computer-generated images with a variety of flower patterns by using the Maple technology in a math lab. At the end of this project, students were requested to submit and present their written reports to express their mathematical thinking. Authors also explain in details how to create projects compatible with textbook knowledge learning objectives, how to prepare scaffolding materials for students to use, how to utilize a math lab and to work with lab technicians in Maple Software, and how to design a rubric for project evaluations. Students＇ artwork created in the Polar Art Calendar are presented. Students＇ positive outcomes have proven a success of this project design as well as its execution as an example of PBL. Benefits to students and challenges to teachers on the use of PBL approach have been discussed at the end of this article.展开更多
This paper describes how the PBL approach is integrated into English writing courses in colleges and focuses on the process of designing and implementing a writing project via PBL.This allows for the promotion of inno...This paper describes how the PBL approach is integrated into English writing courses in colleges and focuses on the process of designing and implementing a writing project via PBL.This allows for the promotion of innovation in the English writing curriculum as well as the active participation among college students,thereby strengthening the cultivation of students’self-learning ability and improving their ability to apply knowledge flexibly in real-life settings.展开更多
基金Supported by Undergraduate Higher Education Teaching Quality and Reform Projects of Guangdong Province(Yuejiao Gao Han[2024]No.9,Yuejiao Gao Han[2024]No.30)Guangdong Basic and Applied Basic Research Foundation(2023A1515110973)+1 种基金Guangdong Provincial Young Innovative Talents Project of General Colleges and Universities(2023KQNCX089)Quality Engineering and Teaching Reform Projects of Zhaoqing University(zlgc202239,zlgc202207,zlgc2024005,zlgc2024038).
文摘To meet the need for cultivating application-oriented talents in local universities,this study introduced a project-based learning approach into the reform of bioinformatics experimental teaching.The course was structured around a project titled"Influenza Virus Analysis",comprising four progressive modules:database utilization and information retrieval,sequence alignment and phylogenetic analysis,functional and structural prediction,and omics data analysis.These modules were integrated into a coherent research workflow that connected fragmented knowledge and technical skills.During implementation,flipped classroom and group collaboration methods were employed,alongside the establishment of a diversified assessment system emphasizing process evaluation.Teaching practice indicates that the reform effectively enhances students professional application skills,learning experience,and scientific literacy,facilitating a shift from"tool operation"to"problem-solving"capabilities.This study provides a reference model for the reform of bioinformatics experimental teaching in local universities.
文摘This study explores a novel educational model of generative AI-empowered interdisciplinary project-based learning(PBL).By analyzing the current applications of generative AI technology in information technology curricula,it elucidates its advantages and operational mechanisms in interdisciplinary PBL.Combining case studies and empirical research,the investigation proposes implementation pathways and strategies for the generative AI-enhanced interdisciplinary PBL model,detailing specific applications across three phases:project preparation,implementation,and evaluation.The research demonstrates that generative AI-enabled interdisciplinary project-based learning can effectively enhance students’learning motivation,interdisciplinary thinking capabilities,and innovative competencies,providing new conceptual frameworks and practical approaches for educational model innovation.
基金Provincial-Level Quality Engineering Project,Preschool Education Teacher Training Base of Fuyang Normal University(Project No.:2023cyts023)University-Level Research Team Project,Collaborative Innovation Center for Basic Education in Northern Anhui(Project No.:kytd202418)。
文摘The“Opinions on Comprehensively Deepening Curriculum Reform to Fulfill the Fundamental Task of Strengthening Moral Education”,issued by China’s Ministry of Education in 2015,explicitly identified Project-Based Learning(PBL)as a key strategy for cultivating students’core competencies.Since then,PBL has been widely implemented as a pilot initiative in primary and secondary schools,gaining increasing influence.Analyzing the intellectual foundations of PBL research in China can offer valuable insights into its theoretical and practical dimensions.This study uses CiteSpace to examine 156 PBL-related articles from the CSSCI database,revealing that the knowledge base of PBL research is primarily built on two major domains.The first is the theoretical foundation,characterized by frequently cited literature focusing on the conceptual framework,educational value,interdisciplinary approaches,core competency cultivation,and instructional objectives of PBL.The second is empirical research,where highly cited studies include case analyses across K–12 settings,general high schools,and higher education institutions.Moving forward,future research on PBL should explore its meaning and value from a dual-subject and integrated perspective,expand case studies to include vocational education,and further promote the interdisciplinary development of core competencies through PBL.
基金The 2023 Qingdao Institute of Technology Campus-Level Teaching and Research Project“Research on Project-Based Teaching Model for Engineering Majors in Colleges and Universities”(2023JY005)。
文摘Based on the study of the Mechanical Design and Automation major and its relevance to teaching reform in higher education engineering programs,a project-based teaching model was introduced.This approach integrates teaching design,scheme argumentation,and the implementation of teaching activities with the project serving as the central framework.Course knowledge points are derived from the project topics,forming the foundation for a structured knowledge framework.The course content is modularized in alignment with the project design,enabling students to engage with professional courses on a module-by-module basis,guided by the project.Each course utilizes the project topic as a practical case,facilitating project-led teaching.A teaching system tailored to the research project is proposed,establishing a professional course structure closely linked to the project objectives.
基金supported by the Anhui Provincial Education Science Research Program titled“Research on the Construction and Application of Evaluation Frameworks for Interdisciplinary Practical Activities in Primary School Science”(JKT25114)the Humanities and Social Sciences Research Program of Anhui Higher Education Institutions(2022AH052117).
文摘In an era defined by complex,interconnected challenges like climate change,pandemics,and resource depletion,the traditional siloed approach to science education is proving increasingly insufficient.Interdisciplinary project-based learning represents a promising path forward in science education,fostering integrated and holistic learning experiences that move beyond isolated subject learning.Grounded in philosophical ideas of holism,pragmatism,constructivism,and transcendentalism,this article presents a case project illustrating the practical application of interdisciplinary project-based learning.This project engages students in integrating concepts from biology,chemistry,earth science,engineering,and social studies.Through phased activities-research and planning,data collection,implementation,and presentation-students develop a decent understanding of real-world problems while fostering skills in collaboration,problem-solving,and a sense of civic responsibility.Additionally,strategies are proposed to navigate the challenges associated with implementing interdisciplinary project-based learning,including aligning projects with standards,investing in professional development,leveraging community resources,and building support from stakeholders.
基金this paper is funded by Project Information:2023 Guangdong Undergraduate Colleges and Universities Teaching Quality and Teaching Reform Project Construction Project,Project Name:Action Research on Whole-area Nurturing of English Reading Teaching in Universities,Secondary and Primary Schools under the Perspective of Discipline Nurturing.Project serial number:895.
文摘This study focuses on exploring the practical path of Micro Project-Based Learning from the perspective of integrated unit teaching,aiming to address the issue of integrating the Project Section with other sections in the new junior high school English textbook published by Shanghai Education Press.Based on two rounds of action research,a micro-project design framework is constructed,which includes“unit micro-project design”,“micro-project-based unit teaching”,“micro-project achievement display”,and“evaluation and reflection”.Practice shows that with the guidance of task lists and scaffolding support,this framework effectively promotes the integration of subject knowledge and the development of students’core competence,providing a transferable implementation paradigm for integrated unit teaching.
基金received approval from a committee named Innovation Institute for Sustainable Maritime Architecture Research and Technology(iSMART)(The certificate number was 2022-5-22-01).
文摘Contemporary higher education prioritizes cultivating students’key competencies and comprehensive problem-solving abilities,specifically fostering innovation,goal orientation,and initiative.This study investigates a pedagogical framework that synergizes Research-Led Learning(RLL)and Project-Based Learning(PBL)to establish an open,exploratory learning environment.Employing a case study methodology,the research tracked architecture students engaging in a structured PBL process involving rigorous research activities—ranging from theoretical analysis to field investigations—to develop evidence-based design solutions.Evaluations from both student and faculty perspectives assessed the pedagogical effectiveness regarding learning outcomes and competency development.The findings indicate that this methodology effectively bridges the gap between research and practice,significantly bolstering students’capacity to address authentic challenges and propelling self-directed learning in architectural education.
基金supported by 2024 General Program from the Beijing Association of Higher Education(MS2024232).
文摘This study addresses the challenges confronting the ideological and political construction of general artificial intelligence curriculum-namely,the dilution of value guidance amid pluralistic intellectual currents,the superficial internalization of concepts resulting from didactic pedagogy,and the ineffectiveness of character cultivation stemming from fragmented and decontextualized techno-ethical cases.This paper proposes centering the value proposition on“Serving the Nation through Science and Technology”.Leveraging the deeply integrated industry-academia-research-application synergy,we integrate ideological and political elements into the comprehensive technological practice workflow.To achieve this,we(1)incorporate authentic enterprise project practicums to foster students’sense of responsibility;(2)construct a virtual debate platform on technology ethics dilemmas to develop ethical discernment;and(3)organize solution competitions targeting urgent social problems to incubate technology-for-good initiatives.Collectively,these approaches enhance students’technological mission awareness,ethical sensitivity,and social responsibility.
文摘Knowledge distillation has become a standard technique for compressing large language models into efficient student models,but existing methods often struggle to balance prediction accuracy with explanation quality.Recent approaches such as Distilling Step-by-Step(DSbS)introduce explanation supervision,yet they apply it in a uniform manner that may not fully exploit the different learning dynamics of prediction and explanation.In this work,we propose a task-structured curriculum learning(TSCL)framework that structures training into three sequential phases:(i)prediction-only,to establish stable feature representations;(ii)joint prediction-explanation,to align task outputs with rationale generation;and(iii)explanation-only,to refine the quality of rationales.This design provides a simple but effective modification to DSbS,requiring no architectural changes and adding negligible training cost.We justify the phase scheduling with ablation studies and convergence analysis,showing that an initial prediction-heavy stage followed by a balanced joint phase improves both stability and explanation alignment.Extensive experiments on five datasets(e-SNLI,ANLI,CommonsenseQA,SVAMP,and MedNLI)demonstrate that TSCL consistently outperforms strong baselines,achieving gains of+1.7-2.6 points in accuracy and 0.8-1.2 in ROUGE-L,corresponding to relative error reductions of up to 21%.Beyond lexical metrics,human evaluation and ERASERstyle faithfulness diagnostics confirm that TSCL produces more faithful and informative explanations.Comparative training curves further reveal faster convergence and lower variance across seeds.Efficiency analysis shows less than 3%overhead in wall-clock training time and no additional inference cost,making the approach practical for realworld deployment.This study demonstrates that a simple task-structured curriculum can significantly improve the effectiveness of knowledge distillation.By separating and sequencing objectives,TSCL achieves a better balance between accuracy,stability,and explanation quality.The framework generalizes across domains,including medical NLI,and offers a principled recipe for future applications in multimodal reasoning and reinforcement learning.
文摘The purpose of this study is to gain perspectives on introducing IBCTL(International Baccalaureate Certificate in Teaching and Learning)into graduate school of teacher education in Japan,which are currently providing advanced teacher training programs aimed at cultivating student agency,a comprehensive set of skills necessary for children living in the future,as advocated by the Organisation for Economic Co-operation and Development(OECD)Education 2030 Project.To achieve this goal,I examined the curriculum and structure that are important for IB teacher training and the introduction of IBCTL.I attempted to achieve this goal by examining the curriculum being developed at a graduate school of teacher education attempting to implement IBCTL and the creation of a syllabus based on that curriculum through lesson planning.As a result,I examined the curriculum and structure as a perspective for introducing IBCTL into graduate school of teacher education in Japan,where advanced teacher training is required.I found that a core curriculum and structure that incorporates the core of the IBCTL into the core of graduate school of teacher education programs is important for implementing an IB education that is aligned with the advancement of teacher training and the development of student agency.
文摘This study focuses on the effectiveness of the project-based language learning(PBLL) in a college Secretarial Oral English(SOE) Module. Student reflections of the language project work have been analyzed through Activity Theory. Moreover,Data has been collected and categorized based on the components of complex human activity: the subject, object, tools(signs,symbols, and language), the community in which the activity take place, division of labor, and rules. The findings theoretically support the outcome of project-based language learning which align with the object of the activity.
文摘This study intends to explore a new project-based assessment model for higher vocational English speaking teaching.A new selective course was initiated by the author for study purpose.A semester-long project was carried out.A scoring rubric around content,pronunciation,language and PPT use was developed.Both quantitative and qualitative approaches were employed.The overall results show that the new project-based assessment model has been proved effective in evaluating students’project outcomes.
文摘This study aims to explore Chinese university EFL learners'perceptions toward alternative assessment in a context of a project-based learning digital storytelling presentation in Speaking Course.It also seeks to compare the relationship between alternative assessment and teacher assessment.The findings showed that a strong correlation between alternative assessment and teacher assessment occurred.Alternative assessment activities are viewed by students as"authentic"assessments,as they mimic how the student will be using their knowledge in the future.Alternative assessment as a form of formative assessment can be a powerful day-to-day tool for teachers and students.Alternative assessment is an enabler of process of learning.The study suggests that alternative assessment can encourage learners to become more fully responsible for their learning and can result in more and better learning.Alternative assessment can thus be used as a golden key to the"deaf and dumb"phenomenon for Chinese university EFL learners.
文摘Based on the research on the project course theory of "integration of theory and practice" in higher vocational education and the analysis of practical teaching in colleges and universities at home and abroad, combined with literature research, case analysis, system theory and other research methods, the project-based teaching goal, model, content and means of "integration of doing, learning and teaching" in higher vocational education is explored, and the project-based teaching model of "Landscape Planning and Design" is discussed combined with the application of information-based teaching methods. So as to provide references for carrying out the project-based teaching in similar courses in higher vocational colleges and really achieve docking the actual post requirements with the course to provide the basis for achieving the purpose of cultivating skilled talents in higher vocational education.
文摘Universities teach mainly specialized subjects and the liberal arts. Society expects university students to gain certain basic skills important when working for a company. These skills can be divided broadly into action, thinking, and teamwork. The purpose of this paper is to propose a method of project-based education for developing fundamental competencies for working persons. Many studies have been reported on educational methods with project management techniques, but few have considered project-based education aiming at improving fundamental competencies for working persons. If these competencies can be developed through project-based education, it will be possible to develop not only teamwork skills, but also a wide range of skills involving action as well as thinking. The traditional Japanese university curriculum comprises specialized subjects and the liberal arts. The author proposes the addition of project-based education to develop basic skills needed in the workforce. This research proposes an education model for basic competency training and examines the educational outcomes by studying results of a cooking tool project assigned to university students. The model includes Teoriya Resheniya Izobretatelskikh Zadatch （TRIZ, a Russian acronym for the theory of inventive problem solving）, a World Cafe, and the SECI process （a process of knowledge creation comprised of socialization, externalization, combination, and internalization in knowledge management） in the hope that this model will be conducive to implementing effective project-based learning. This research concludes that it is possible to develop the basic skills needed by university students in society through project-based learning under a basic skills education model.
文摘In this article, authors describe how to use the project-based learning （PBL） pedagogy to enhance students＇ Calculus learning based on the first author＇s experimental teaching experience. The ＂2014 BMCC Polar Art Calendar＂ project was completed by Calculus students at Borough of Manhattan Community College （BMCC） during the fall 2013 semester. Students were requested to apply graphs of polar equations to create computer-generated images with a variety of flower patterns by using the Maple technology in a math lab. At the end of this project, students were requested to submit and present their written reports to express their mathematical thinking. Authors also explain in details how to create projects compatible with textbook knowledge learning objectives, how to prepare scaffolding materials for students to use, how to utilize a math lab and to work with lab technicians in Maple Software, and how to design a rubric for project evaluations. Students＇ artwork created in the Polar Art Calendar are presented. Students＇ positive outcomes have proven a success of this project design as well as its execution as an example of PBL. Benefits to students and challenges to teachers on the use of PBL approach have been discussed at the end of this article.
基金Higher Education Teaching Reform Project of Zhaoqing University“Innovation of English Writing Course for English Majors”(Project Number:zlgc201941).
文摘This paper describes how the PBL approach is integrated into English writing courses in colleges and focuses on the process of designing and implementing a writing project via PBL.This allows for the promotion of innovation in the English writing curriculum as well as the active participation among college students,thereby strengthening the cultivation of students’self-learning ability and improving their ability to apply knowledge flexibly in real-life settings.
