Confucian Analects contains many pedagogical concepts and viewpoints that have a significant influence on China’s culture and history.Many of the concepts can be interpreted and understood from the perspective of the...Confucian Analects contains many pedagogical concepts and viewpoints that have a significant influence on China’s culture and history.Many of the concepts can be interpreted and understood from the perspective of the pedagogy of Performed Culture Approach.This paper investigates the meanings of some Confucian pedagogical discussions and thoughts,such as communicating with other social members,the relationship between language and behavior,multiple procedures in learning,and how social contexts affect one’s language and performance in the Analects,which is mainly from the perspective of the relationship between language and Performed Culture Approach.展开更多
The problem of autonomy and conformity has suffered a harsh fate in pedagogy.The virtues of love,respect,honour,truthfulness,etc.play a major role in educational work,but it is mostly silent about the concepts of auto...The problem of autonomy and conformity has suffered a harsh fate in pedagogy.The virtues of love,respect,honour,truthfulness,etc.play a major role in educational work,but it is mostly silent about the concepts of autonomy and conformity.Politics are afraid of these like the devil is afraid of incense smoke.Practising teachers complain that our entire education system is weaning school principals,teachers and students from independent thinking and striving.The basic educational goal is clear:to develop autonomous young people who are strengthened in their own being and strength,and vice versa:to suppress superficial,unconvincing conformity.An old lesson:conformity can only be realistically fought with non-conformist politics and the cooperation of non-conformist teachers.展开更多
Social competence encompasses the knowledge,sensitivities,and skills needed to collaborate effectively with others in society.Waldorf pedagogy,with over a century of history,centers on the idea that children discover ...Social competence encompasses the knowledge,sensitivities,and skills needed to collaborate effectively with others in society.Waldorf pedagogy,with over a century of history,centers on the idea that children discover and understand the world around them through the arts.Educational activities like drama,movement arts(eurythmy),singing/music,and crafts play a key role in fostering children’s social skills.Moreover,the close cooperation between subjects in the Waldorf curriculum further enhances the social sensitivity and cooperative abilities of future generations.This study aims to explore the moral significance of“social empathy”and to share the authors’pedagogical experiences on how social competence can be developed through this pedagogical method.展开更多
This paper explores the paradigm reconstruction of interpreting pedagogy driven by generative AI technology.With the breakthroughs of AI technologies such as ChatGPT in natural language processing,traditional interpre...This paper explores the paradigm reconstruction of interpreting pedagogy driven by generative AI technology.With the breakthroughs of AI technologies such as ChatGPT in natural language processing,traditional interpreting education faces dual challenges of technological substitution and pedagogical transformation.Based on Kuhn’s paradigm theory,the study analyzes the limitations of three traditional interpreting teaching paradigms,language-centric,knowledge-based,and skill-acquisition-oriented,and proposes a novel“teacher-AI-learner”triadic collaborative paradigm.Through reconstructing teaching subjects,environments,and curriculum systems,the integration of real-time translation tools and intelligent terminology databases facilitates the transition from static skill training to dynamic human-machine collaboration.The research simultaneously highlights challenges in technological ethics and curriculum design transformation pressures,emphasizing the necessity to balance technological empowerment with humanistic education.展开更多
This essay critically re-examines pedagogical authority in the context of artificial intelligence(AI)and hybrid learning.As AI technologies disrupt the traditional teacher-centered model,and hybrid modalities challeng...This essay critically re-examines pedagogical authority in the context of artificial intelligence(AI)and hybrid learning.As AI technologies disrupt the traditional teacher-centered model,and hybrid modalities challenge spatial hierarchies,authority in education is increasingly dispersed and relational.The paper deconstructs historical structures of authority rooted in positional hierarchy and physical space,arguing instead for a model based on ethical mediation,dialogic engagement,and technological literacy.Educators must transform from content deliverers to facilitators of critical inquiry,guiding students through algorithmic complexity and fostering inclusive,participatory learning environments.By embracing relational authority and transparent practices,higher education can reclaim its democratic and transformative potential in the post-AI era.展开更多
This meta-analysis examines 45 peer-reviewed studies(1950-2023)analysing 320 piano score editions from the Royal Conservatory of Music(RCM)Archive,employing robust statistical methods to quantify pedagogical evolution...This meta-analysis examines 45 peer-reviewed studies(1950-2023)analysing 320 piano score editions from the Royal Conservatory of Music(RCM)Archive,employing robust statistical methods to quantify pedagogical evolution.The data reveal a 42%increase in fingering density within post-2000 editions(Hedges’g=0.41,p<0.001,CI[0.28,0.54]),with Romantic works showing the highest variability(g=0.59 vs.Baroque g=0.12).Strong correlations emerged between editorial changes and pedagogical trends(r=0.67,p=0.002),particularly adopting ergonomic techniques post-1980.Performance data indicate modern editions improve advanced student outcomes by 12%(OR=1.12[1.05,1.19])but may overwhelm beginners(error rate+18%).The study establishes empirical evidence for three pedagogical epochs:technical rigor(pre-1980),transitional(1980-2000),and expressive flexibility(post-2000).These findings withstand publication bias tests(Egger’s t=1.2,p=0.24)and significantly affect curriculum design and historical performance practice.展开更多
This study examined the effects of design thinking pedagogy on undergraduates’career decision-making selfefficacy and employability in career education.Using a quasi-experimental design,Chinese college students(N=93)...This study examined the effects of design thinking pedagogy on undergraduates’career decision-making selfefficacy and employability in career education.Using a quasi-experimental design,Chinese college students(N=93)were participants in two wings.The experimental group(n=47)received the design thinking pedagogy,while the control group(n=46)followed the regularly teacher-centered method.The students completed the career decision-making self-efficacy scale and employability scale before and after the intervention.Independent samples t-test results showed that design thinking pedagogy significantly improves students’career decision-making self-efficacy and employability.The ANCOVA results showed that the pretest scores of career decision-making self-efficacy and employability had no significant association with the experimental intervention.There was no interaction between the treatment and pretest scores.It would seem that experimental design thinking pedagogy implemented in career guidance courses has little effect compared to the usual course presentation.Nonetheless,prospects for the implementation of design thinking-guided learning activities to support interdisciplinary learning for improved higher education and career development outcomes need further exploration.展开更多
Graduate students universally struggle with vague topics,insufficient innovation,and logical gaps in research proposals,highlighting the need for structured scientific training.This study presents an innovative pedago...Graduate students universally struggle with vague topics,insufficient innovation,and logical gaps in research proposals,highlighting the need for structured scientific training.This study presents an innovative pedagogical model embedding scholarly literature’s logical architecture into LBL-RBL hybrid teaching,implemented in Kunming Medical University’s Neuropathophysiology course.Targeting the complexity of neurological disease mechanisms,the course integrates lecture-based learning(LBL)and research-based learning(RBL)through a small-cohort framework featuring personalized literature-logic embedding→targeted lecture reinforcement→multi-round proposal iteration.Faculty deconstructed domain literature to establish a three-phase training system(“Logic Demonstration-Methodology Mapping-Proposal Embedding”),systematically merging academic logic with research methodology over 9 weeks.Results demonstrate that this problem-driven approach creates authentic scientific inquiry scenarios,activating student knowledge co-construction and collaborative exploration.It successfully enables dynamic competency progression through“cognitive deconstruction→methodological practice→proposal refinement,”significantly enhancing proposal rigor and innovation.This study offers a scalable dual-track solution for cultivating advanced scientific capabilities in medical graduate education.展开更多
In the context of the rapid advancement of digital humanities,traditional translation competence is increasingly challenged by artificial intelligence.However,creative translation competence can adapt to this challeng...In the context of the rapid advancement of digital humanities,traditional translation competence is increasingly challenged by artificial intelligence.However,creative translation competence can adapt to this challenge,enabling translators to produce high-quality work.To foster creativity in translator training,integrating the study of humanities into translation pedagogy,with the support of artificial intelligence,is an effective approach.The interdisciplinary nature of translation studies necessitates the incorporation of diverse areas of knowledge,including recent scientific developments,into translation teaching.This educational framework,grounded in a thorough understanding of the humanities,can enhance students’humanistic accomplishments and critical thinking competence,thereby laying a strong foundation for their long-term growth and equipping them with irreplaceable creative translation skills in this era of AI transformation.展开更多
Teaching English reading lessons is not an easy task if students are not motivated. To encounter the problem, critical reading pedagogy are discussed for the benefits of teachers and students. Critical reading pedagog...Teaching English reading lessons is not an easy task if students are not motivated. To encounter the problem, critical reading pedagogy are discussed for the benefits of teachers and students. Critical reading pedagogy, as it is discussed, will improve the teaching of English reading to some extent.展开更多
The Integrated-skill pedagogy can be applied in college EFL teaching.A college intensive reading for non-English majors teaching plan which is based on the Integrated-skill pedagogy is listed and analyzed with some cu...The Integrated-skill pedagogy can be applied in college EFL teaching.A college intensive reading for non-English majors teaching plan which is based on the Integrated-skill pedagogy is listed and analyzed with some current perspectives.Further research is needed to perfect this pedagogy in that it exposes EFL learners to authentic context and challenges them to communicate naturally in the language.展开更多
In the field of second language acquisition(SLA),weight has been increasingly attached to the role that a problem-pos ing model of education plays in English as second/foreign language(ES/FL)teaching and learning.By e...In the field of second language acquisition(SLA),weight has been increasingly attached to the role that a problem-pos ing model of education plays in English as second/foreign language(ES/FL)teaching and learning.By exploring various concepts of the problem-posing approach,also known as critical pedagogy,and its implications for English language teaching(ELT)in the Chinese postsecondary EFL context,the paper makes a tentative attempt to acknowledge the future directions of implementing critical pedagogy in the EFL context.Therefore,the paper is inspired by the ever-increasing popularity of the critical pedagogical approach in the ESL context.The application of critical orientation in language education derives from critical theories of the Frankfurt School,which centers on Marxist societal beliefs of struggling against social inequalities.With the concept of critical pedagogy drawing increasing attention from language educators and teachers alike in English-speaking countries;non-native English teachers who teach in the EFL context has also begun to focus their attention on the educational philosophy as a means to help transform traditional oppressed status of the Chinese EFL learners.From this perspective,this paper,by investigating the multi-dimensional implied meanings of implementing critical pedagogy in the EFL context,unraveling how it works as a way of"doing"in second language(L2)teaching and learning,identifying the probable contexts of critical pedagogy and the contesta tions surrounding critical pedagogy,aims to address the significance of implementing critical pedagogy as an effective way of re forming the ailing English education condition in China.展开更多
文摘Confucian Analects contains many pedagogical concepts and viewpoints that have a significant influence on China’s culture and history.Many of the concepts can be interpreted and understood from the perspective of the pedagogy of Performed Culture Approach.This paper investigates the meanings of some Confucian pedagogical discussions and thoughts,such as communicating with other social members,the relationship between language and behavior,multiple procedures in learning,and how social contexts affect one’s language and performance in the Analects,which is mainly from the perspective of the relationship between language and Performed Culture Approach.
文摘The problem of autonomy and conformity has suffered a harsh fate in pedagogy.The virtues of love,respect,honour,truthfulness,etc.play a major role in educational work,but it is mostly silent about the concepts of autonomy and conformity.Politics are afraid of these like the devil is afraid of incense smoke.Practising teachers complain that our entire education system is weaning school principals,teachers and students from independent thinking and striving.The basic educational goal is clear:to develop autonomous young people who are strengthened in their own being and strength,and vice versa:to suppress superficial,unconvincing conformity.An old lesson:conformity can only be realistically fought with non-conformist politics and the cooperation of non-conformist teachers.
文摘Social competence encompasses the knowledge,sensitivities,and skills needed to collaborate effectively with others in society.Waldorf pedagogy,with over a century of history,centers on the idea that children discover and understand the world around them through the arts.Educational activities like drama,movement arts(eurythmy),singing/music,and crafts play a key role in fostering children’s social skills.Moreover,the close cooperation between subjects in the Waldorf curriculum further enhances the social sensitivity and cooperative abilities of future generations.This study aims to explore the moral significance of“social empathy”and to share the authors’pedagogical experiences on how social competence can be developed through this pedagogical method.
基金2025 General Project of Humanities and Social Sciences Research in Henan Higher Education Institutions,“Research on the Dynamic Mechanisms and Paths of Innovative Development of Undergraduate Translation Programs Empowered by New Productive Forces”(Project No.:2025-ZDJH-885)2024 College-Level Undergraduate Teaching Reform Project of the School of Foreign Languages,Henan University of Technology,“Research on Implementation Paths of New Models for Interpreter Training Based on AI Large Models”(Project No.:2024YJWYJG06)+1 种基金2025 First-Class Undergraduate Program Construction Special Project of the School of Foreign Languages,Henan University of Technology,titled“Research on Development Paths for Innovative Development of Undergraduate Translation Programs Empowered by New Productive Forces”(Project No.:2025WYZYJS30)2025 Educational Reform Project of the School of International Education,Henan University of Technology,“A Study on the Language Competence Development Model for International Talents Based on the Al Large Model-Taking IELTS Reading and Writing Teaching Practice as an Example”(Project No.:GJXY202533)。
文摘This paper explores the paradigm reconstruction of interpreting pedagogy driven by generative AI technology.With the breakthroughs of AI technologies such as ChatGPT in natural language processing,traditional interpreting education faces dual challenges of technological substitution and pedagogical transformation.Based on Kuhn’s paradigm theory,the study analyzes the limitations of three traditional interpreting teaching paradigms,language-centric,knowledge-based,and skill-acquisition-oriented,and proposes a novel“teacher-AI-learner”triadic collaborative paradigm.Through reconstructing teaching subjects,environments,and curriculum systems,the integration of real-time translation tools and intelligent terminology databases facilitates the transition from static skill training to dynamic human-machine collaboration.The research simultaneously highlights challenges in technological ethics and curriculum design transformation pressures,emphasizing the necessity to balance technological empowerment with humanistic education.
文摘This essay critically re-examines pedagogical authority in the context of artificial intelligence(AI)and hybrid learning.As AI technologies disrupt the traditional teacher-centered model,and hybrid modalities challenge spatial hierarchies,authority in education is increasingly dispersed and relational.The paper deconstructs historical structures of authority rooted in positional hierarchy and physical space,arguing instead for a model based on ethical mediation,dialogic engagement,and technological literacy.Educators must transform from content deliverers to facilitators of critical inquiry,guiding students through algorithmic complexity and fostering inclusive,participatory learning environments.By embracing relational authority and transparent practices,higher education can reclaim its democratic and transformative potential in the post-AI era.
文摘This meta-analysis examines 45 peer-reviewed studies(1950-2023)analysing 320 piano score editions from the Royal Conservatory of Music(RCM)Archive,employing robust statistical methods to quantify pedagogical evolution.The data reveal a 42%increase in fingering density within post-2000 editions(Hedges’g=0.41,p<0.001,CI[0.28,0.54]),with Romantic works showing the highest variability(g=0.59 vs.Baroque g=0.12).Strong correlations emerged between editorial changes and pedagogical trends(r=0.67,p=0.002),particularly adopting ergonomic techniques post-1980.Performance data indicate modern editions improve advanced student outcomes by 12%(OR=1.12[1.05,1.19])but may overwhelm beginners(error rate+18%).The study establishes empirical evidence for three pedagogical epochs:technical rigor(pre-1980),transitional(1980-2000),and expressive flexibility(post-2000).These findings withstand publication bias tests(Egger’s t=1.2,p=0.24)and significantly affect curriculum design and historical performance practice.
基金supported by Hanshan Normal University Research Initiation Program(QD2024214).
文摘This study examined the effects of design thinking pedagogy on undergraduates’career decision-making selfefficacy and employability in career education.Using a quasi-experimental design,Chinese college students(N=93)were participants in two wings.The experimental group(n=47)received the design thinking pedagogy,while the control group(n=46)followed the regularly teacher-centered method.The students completed the career decision-making self-efficacy scale and employability scale before and after the intervention.Independent samples t-test results showed that design thinking pedagogy significantly improves students’career decision-making self-efficacy and employability.The ANCOVA results showed that the pretest scores of career decision-making self-efficacy and employability had no significant association with the experimental intervention.There was no interaction between the treatment and pretest scores.It would seem that experimental design thinking pedagogy implemented in career guidance courses has little effect compared to the usual course presentation.Nonetheless,prospects for the implementation of design thinking-guided learning activities to support interdisciplinary learning for improved higher education and career development outcomes need further exploration.
基金The Educational Research Project of Kunming Medical University(2023-JY-Y-024 and 2022-JY-Y-011)Special Research Project for Introduced Talent of Kunming Medical University(J13395001)。
文摘Graduate students universally struggle with vague topics,insufficient innovation,and logical gaps in research proposals,highlighting the need for structured scientific training.This study presents an innovative pedagogical model embedding scholarly literature’s logical architecture into LBL-RBL hybrid teaching,implemented in Kunming Medical University’s Neuropathophysiology course.Targeting the complexity of neurological disease mechanisms,the course integrates lecture-based learning(LBL)and research-based learning(RBL)through a small-cohort framework featuring personalized literature-logic embedding→targeted lecture reinforcement→multi-round proposal iteration.Faculty deconstructed domain literature to establish a three-phase training system(“Logic Demonstration-Methodology Mapping-Proposal Embedding”),systematically merging academic logic with research methodology over 9 weeks.Results demonstrate that this problem-driven approach creates authentic scientific inquiry scenarios,activating student knowledge co-construction and collaborative exploration.It successfully enables dynamic competency progression through“cognitive deconstruction→methodological practice→proposal refinement,”significantly enhancing proposal rigor and innovation.This study offers a scalable dual-track solution for cultivating advanced scientific capabilities in medical graduate education.
文摘In the context of the rapid advancement of digital humanities,traditional translation competence is increasingly challenged by artificial intelligence.However,creative translation competence can adapt to this challenge,enabling translators to produce high-quality work.To foster creativity in translator training,integrating the study of humanities into translation pedagogy,with the support of artificial intelligence,is an effective approach.The interdisciplinary nature of translation studies necessitates the incorporation of diverse areas of knowledge,including recent scientific developments,into translation teaching.This educational framework,grounded in a thorough understanding of the humanities,can enhance students’humanistic accomplishments and critical thinking competence,thereby laying a strong foundation for their long-term growth and equipping them with irreplaceable creative translation skills in this era of AI transformation.
文摘Teaching English reading lessons is not an easy task if students are not motivated. To encounter the problem, critical reading pedagogy are discussed for the benefits of teachers and students. Critical reading pedagogy, as it is discussed, will improve the teaching of English reading to some extent.
文摘The Integrated-skill pedagogy can be applied in college EFL teaching.A college intensive reading for non-English majors teaching plan which is based on the Integrated-skill pedagogy is listed and analyzed with some current perspectives.Further research is needed to perfect this pedagogy in that it exposes EFL learners to authentic context and challenges them to communicate naturally in the language.
文摘In the field of second language acquisition(SLA),weight has been increasingly attached to the role that a problem-pos ing model of education plays in English as second/foreign language(ES/FL)teaching and learning.By exploring various concepts of the problem-posing approach,also known as critical pedagogy,and its implications for English language teaching(ELT)in the Chinese postsecondary EFL context,the paper makes a tentative attempt to acknowledge the future directions of implementing critical pedagogy in the EFL context.Therefore,the paper is inspired by the ever-increasing popularity of the critical pedagogical approach in the ESL context.The application of critical orientation in language education derives from critical theories of the Frankfurt School,which centers on Marxist societal beliefs of struggling against social inequalities.With the concept of critical pedagogy drawing increasing attention from language educators and teachers alike in English-speaking countries;non-native English teachers who teach in the EFL context has also begun to focus their attention on the educational philosophy as a means to help transform traditional oppressed status of the Chinese EFL learners.From this perspective,this paper,by investigating the multi-dimensional implied meanings of implementing critical pedagogy in the EFL context,unraveling how it works as a way of"doing"in second language(L2)teaching and learning,identifying the probable contexts of critical pedagogy and the contesta tions surrounding critical pedagogy,aims to address the significance of implementing critical pedagogy as an effective way of re forming the ailing English education condition in China.
