With the continuous promotion of the construction of child friendly cities,the school commuting space is an important component of the construction of child friendly roads.Based on the background of child friendly cit...With the continuous promotion of the construction of child friendly cities,the school commuting space is an important component of the construction of child friendly roads.Based on the background of child friendly cities,the commuting space of 11 primary and secondary schools in Bajiao Street is analyzed through literature analysis and field research methods.Firstly,the relevant literature on school commuting space is sorted out,and the characteristics of school commuting space are summarized,including transportation,landscape,culture,leisure,and security.Secondly,the characteristics of commuting space of primary and secondary schools in Bajiao Street are analyzed from three aspects:in front of the school gate,path space,and node space.This paper aims to provide reference and guidance for the future construction of children’s walking school commuting and promote the construction of a child friendly city.展开更多
The study conducted at Ndiebene Gandiol 1 school in Senegal has unveiled serious environmental and public health challenges. The wastewater analysis revealed high levels of Biochemical Oxygen Demand (BOD5), Chemical O...The study conducted at Ndiebene Gandiol 1 school in Senegal has unveiled serious environmental and public health challenges. The wastewater analysis revealed high levels of Biochemical Oxygen Demand (BOD5), Chemical Oxygen Demand (COD), and fecal coliforms, signaling potential risks to the well-being of students and staff. This situation mirrors a wider issue in rural educational settings, where inadequate sanitation persists. Intensive wastewater treatment options are known for their effectiveness against high pollutant loads but are resource-intensive in both energy and cost. Conversely, extensive treatment systems, while requiring more land, provide a sustainable alternative by harnessing natural processes for pollutant removal. The research suggests a hybrid treatment approach could serve the school’s needs, balancing the robust capabilities of intensive methods with the ecological benefits of extensive systems. Such a solution would need to be tailored to the specific environmental, financial, and logistical context of the school, based on comprehensive feasibility studies and stakeholder engagement. This study’s findings underscore the urgency of addressing sanitation in schools, as it is intrinsically linked to the health and academic success of students. Quick, effective, and long-term strategies are vital to secure a healthier and more prosperous future for the youth. With proper implementation, the school can transform its sanitation facilities, setting a precedent for rural educational institutions in Senegal and similar contexts globally.展开更多
Hello,I am Shen Daxiang,a student from Class 8,Grade 6 at Xiqiao Experimental Primary School.I always commute to school by car,and I’d like to share the route I take to get there.The journey starts from my home,which...Hello,I am Shen Daxiang,a student from Class 8,Grade 6 at Xiqiao Experimental Primary School.I always commute to school by car,and I’d like to share the route I take to get there.The journey starts from my home,which is approximately 20 kilometers away from the school.My mother kindly drives me to school every day.展开更多
The inseparable relationship between language and culture indicates that culture teaching is indispensable in English teaching.The ultimate goal of culture teaching in English teaching is to cultivate learners’cross-...The inseparable relationship between language and culture indicates that culture teaching is indispensable in English teaching.The ultimate goal of culture teaching in English teaching is to cultivate learners’cross-cultural communication skills.Cross-cultural communication is a two-way process,which requires not only knowledge of English culture but also the use of English as a medium for disseminating Chinese culture to the outside world.However,in actual English teaching,the teaching of Chinese culture is a mere formality,and the teaching effect is not obvious.Therefore,it is necessary to conduct a survey and research on Chinese culture teaching in high school English classrooms to understand its current situation,existing problems,and their causes,so as to provide suggestions for Chinese culture teaching in high school.展开更多
Taking the discourse learning of the new senior high school English textbook published by the People’s Education Press as an example,combined with the“six-dimensional guidance”deep reading strategy,and through the ...Taking the discourse learning of the new senior high school English textbook published by the People’s Education Press as an example,combined with the“six-dimensional guidance”deep reading strategy,and through the six-skill training strategies of“memory skill training,understanding skill training,application skill training,analytical skill training,evaluation skill training,creative skill training,”this paper aims to cultivate students’thinking profundity,logic,flexibility,sensitivity,criticality,and originality.It also promotes the real implementation of senior high school English deep reading that points to the cultivation of thinking quality in classroom teaching,and realizes the transformation from“conventional reading”to“deep reading”that reflects the core literacy of the discipline.展开更多
This study conducted a 16-week comparative experiment with 160 students from Jinan No.5 Middle School in Shandong Province as the experimental subjects.During the implementation of the experiment,the subjects were div...This study conducted a 16-week comparative experiment with 160 students from Jinan No.5 Middle School in Shandong Province as the experimental subjects.During the implementation of the experiment,the subjects were divided into two groups:an experimental group and a control group.The experimental group was subjected to physical exercise interventions using sports game teaching methods during physical education class,while the control group followed traditional physical education teaching methods.The results showed that the psychological health status of the students in the experimental group was significantly better than that of the control group after the experiment.The application of sports games helps to improve the psychological health of middle school students in the course of physical education,promoting a positive and forward direction in student psychology and is an effective means to enhance the psychological health level of middle school students.展开更多
The traditional teaching methods of one-way cultivation of students can no longer meet the requirements of talent cultivation at this stage.The issue of how to promote students from passive acceptance to the independe...The traditional teaching methods of one-way cultivation of students can no longer meet the requirements of talent cultivation at this stage.The issue of how to promote students from passive acceptance to the independent cognitive understanding stage(i.e.deep learning)has become the focus of geography teaching.Therefore,under the guidance of deep learning theory,this paper takes the“landforms”knowledge unit of the Humanistic Education Edition as an example,improves the classroom teaching means through the unit teaching mode,reconstructs the“landforms”teaching unit,and explores the specific teaching of high school geography unit based on deep learning.This study provides a good example and guidelines for high school geography teaching and learning.展开更多
Reading teaching is the core content of high school English teaching,and extracurricular literary classics reading is a supplement to in-class reading,which can deepen students’understanding and memorization of Engli...Reading teaching is the core content of high school English teaching,and extracurricular literary classics reading is a supplement to in-class reading,which can deepen students’understanding and memorization of English-related knowledge,and cultivate students’core literacy.This paper outlines the problems in high school English reading teaching,analyzes the significance of extracurricular literary classics reading in high school English,and explores the teaching strategies of extracurricular literary classics reading in high school English based on core literacy,with a view to providing valuable reference information for teachers.展开更多
School mental health education involves educators consciously,purposefully,and systematically influencing students’psychology using psychological educational methods and means based on the physical and mental develop...School mental health education involves educators consciously,purposefully,and systematically influencing students’psychology using psychological educational methods and means based on the physical and mental development characteristics of students.The objective is to enhance students’psychological quality,develop their potential,cultivate optimistic and positive psychological traits,and promote the holistic development of their personalities.School mental health education is an integral component of quality education,a crucial element in cultivating high-quality talents for the 21st century,and a symbol of modern schools.展开更多
The integration of the history of mathematics into junior middle school mathematics education represents a significant focus of international research in mathematics and education.The mathematics curriculum standards ...The integration of the history of mathematics into junior middle school mathematics education represents a significant focus of international research in mathematics and education.The mathematics curriculum standards for compulsory education have emphasized the importance of incorporating the history of mathematics,aiming to gradually integrate it into the mathematics classroom.However,in the practical implementation of junior middle school mathematics education,the effective combination of the history of mathematics with teaching methodologies remains largely unexplored.This article explores the integration of junior middle school mathematics education and the history of mathematics,aiming to provide classroom teaching recommendations for teachers and promote the formation of students’mathematical literacy.展开更多
English reading holds a pivotal position in junior high school English teaching,constituting an integral component of the entire educational process.Nowadays,it is imperative for English teachers to transcend the conv...English reading holds a pivotal position in junior high school English teaching,constituting an integral component of the entire educational process.Nowadays,it is imperative for English teachers to transcend the conventional,superficial reading instruction models and adopt a deep learning framework to fashion a profound reading classroom for students.This approach allows students to engage in inductive integration,application evaluation,and internalization and transfer,enabling them to delve into seemingly intricate and challenging texts,exploring them from multiple dimensions,including content,structure,and cultural implications.Ultimately,this fosters the development of students'comprehensive reading abilities and English core literacy.This paper,drawing from the perspective of deep learning and incorporating specific case studies,aims to devise a junior high school English reading instruction design that is both academically rigorous and emotionally engaging,with a focus on enhancing students'English core literacy and overall reading proficiency.展开更多
The objective of this study was to evaluate the impact of Break Free from Depression(BFFD),a school-based depression awareness curriculum,in comparison to a wait list control group.A total of 13 eighth grade classroom...The objective of this study was to evaluate the impact of Break Free from Depression(BFFD),a school-based depression awareness curriculum,in comparison to a wait list control group.A total of 13 eighth grade classrooms participated in either an intervention or control group and completed pre-,post-,and three-month follow-up surveys.Students participating in BFFD(N=6 classrooms,166 students)demonstrated enhanced knowledge of and more adaptive attitudes towards depression compared to the control group(N=7 classrooms,155 students).Participants in the BFFD intervention also demonstrated increases in their confidence in knowing how to seek help for depression and in their intent to seek this help if needed.Slight decreases were found at a three-month follow-up in all scales except for intent to seek help.BFFD was effective regardless of gender,ethnicity,or identification as a member of the LGBTQ community.There was a delayed effect on measured constructs for Black students with gains apparent at three-month follow-up.The findings demonstrated that BFFD had a small but significant positive impact on students’knowledge,skills,and attitudes in seeking support for themselves and for others when faced with signs of depression.The implementation of depression awareness curricula in schools hold promise in promoting student mental health,and it is important to consider factors that might have an impact on outcomes.展开更多
BACKGROUND Sport help promote healthy physical and mental development of high school students.To date,there have been few studies on the effect of sport on school adaptability,resilience and cell phone addiction tende...BACKGROUND Sport help promote healthy physical and mental development of high school students.To date,there have been few studies on the effect of sport on school adaptability,resilience and cell phone addiction tendency of high school students.AIM To explore the effects of sports on school adaptability,resilience and cell phone addiction of high school students.METHODS A stratified random sampling method was used to select 600 students from two high schools in Lhasa,and Physical Activity Rating Scale,School Adjustment Scale for High School Students,Chinese Adolescents Resilience Scale,and Mobile Phone Addiction Index were used for field questionnaire survey.RESULTS Sport was positively correlated with school adaptability and resilience(P<0.01),school adaptability was positively correlated with resilience(P<0.01)and cell phone addiction was negatively correlated with sports,school adaptability and resilience(P<0.01).The direct effect of sport on cell phone addiction was significant(P<0.001),accounting for 20.51%of the total effect.The mediating effect of school adaptability on sport and cell phone addiction was significant(P<0.001),accounting for 17.38%and 35.36%of the total effect value,respectively.School adjustment and resilience had a significant chain-mediated effect on sport and cell phone addiction(P<0.001),accounting for 26.75%of the total effect.CONCLUSION Sport affected the cell phone addiction tendency of senior high school students through the mediating effect of school adaptability and resilience,and through the chain mediation effect of both.展开更多
During COVID-19,the repercussions on scholar dynamics,functioning and structure were inevitable,causing an impact on groups that,historically,are minority in relation to the scope of school inclusion policies,such as ...During COVID-19,the repercussions on scholar dynamics,functioning and structure were inevitable,causing an impact on groups that,historically,are minority in relation to the scope of school inclusion policies,such as students diagnosed with autism spectrum disorder(ASD).This scenario is followed by educational phenomena in the face of which School Psychology has collaborated with the advancement of research and knowledge production.This qualitative study,based on Historical-Cultural Psychology and Critical School Psychology,analyzed the role of the school psychologist in monitoring students diagnosed with ASD in the context of regular school during the pandemic.The following procedures were conducted:application of an online questionnaire;and semi-structured interviews with four school psychologists.As a result,three zones of shared meanings were built:the claim for the right to education with support and adaptations;the psychologist as the great savior of inclusion;the non-total inclusion that denounces the structure of injustice by school.The information suggests that professional performance was hampered by different obstacles in the pandemic,such as the difficulty imposed by school,overload of demands,and impasses in the implementation of inclusion historically experienced at school,revealing that the school structure still carries historical consequences of exclusion.These shared meanings have demanded a professional performance with more effort,resistance,and strategies that accept the demands of school inclusion,providing collective mobilization,together with school actors,capable of breaking down barriers,especially those related to capacitist concepts.展开更多
To remove obstacles in the path of‘Education for All’,the government of India launched several programs,Sarva Shiksha Abhiyan(SSA)being one of them.Despite several attempts,the government has failed to be successful...To remove obstacles in the path of‘Education for All’,the government of India launched several programs,Sarva Shiksha Abhiyan(SSA)being one of them.Despite several attempts,the government has failed to be successful in providing education to all students and the impact of such schemes has not been very good at the ground level.In India,children are not absent from school owing to a lack of demand;rather,low quality of government education delivery is a major cause for their absence.There is a need to redefine the Indian education system or policy to a new level as government schools are unable to fulfil the growing demand for high-quality education.Direct government funding to children or parents rather than schools can provide parents or children with the ability to select the school of their choice,whether it is a government or private school.This may be accomplished through the education voucher scheme.Governments do not need to spend any additional public funds on vouchers to implement this approach.The education voucher scheme deserves an effort among the several approaches that are being pursued to improve school education.展开更多
Background:The School Wellness Integration Targeting Child Health(SWITCH)intervention has demonstrated feasibility as an implementation approach to help schools facilitate changes in students’physical activity(PA),se...Background:The School Wellness Integration Targeting Child Health(SWITCH)intervention has demonstrated feasibility as an implementation approach to help schools facilitate changes in students’physical activity(PA),sedentary screen time(SST),and dietary intake(DI).This study evaluated the comparative effectiveness of enhanced(individualized)implementation and standard(group-based)implementation.Methods:Twenty-two Iowa elementary schools participated,with each receiving standardized training(wellness conference and webinars).Schools were matched within region and randomized to receive either individualized or group implementation support.The PA,SST,and DI outcomes of 1097 students were assessed at pre-and post-intervention periods using the Youth Activity Profile.Linear mixed models evaluated differential change in outcomes by condition,for comparative effectiveness,and by gender.Results:Both implementation conditions led to significant improvements in PA and SST over time(p<0.01),but DI did not improve commensurately(p value range:0.02‒0.05).There were no differential changes between the group and individualized conditions for PA(p=0.51),SST(p=0.19),or DI(p=0.73).There were no differential effects by gender(i.e.,non-significant condition-by-gender interactions)for PA(p_(for interaction)=0.86),SST(p_(for interaction)=0.46),or DI(p_(for interaction)=0.15).Effect sizes for both conditions equated to approximately 6 min more PA per day and approximately 3 min less sedentary time.Conclusion:The observed lack of difference in outcomes suggests that group implementation of SWITCH is equally effective as individualized implementation for building capacity in school wellness programming.Similarly,the lack of interaction by gender suggests that SWITCH can be beneficial for both boys and girls.Additional research is needed to understand the school-level factors that influence implementation(and outcomes)of SWITCH.展开更多
Purpose: During the COVID-19 pandemic, closing schools was discussed to limit the virus transmission, despite a lack of evidence on the role of young children in the virus spread. We undertook a study among Belgian pr...Purpose: During the COVID-19 pandemic, closing schools was discussed to limit the virus transmission, despite a lack of evidence on the role of young children in the virus spread. We undertook a study among Belgian primary schools to assess the SARS-CoV-2 antibody seroprevalence and its relationship with local incidence, school size, and socioeconomic status (SES). Methods: Schools were purposively selected using three criteria: an area with either a low or a high COVID-19 incidence, either a small or a large size, and either a low or a high SES. 932 (/2488, 38%) children and 242 (/444, 55%) staff signed informed consent. COVID-19 antibodies were tested using rapid finger prick tests. Results: Children participation was positively correlated with staff (r = +0.33;95% CI [−0.34;0.78]), and strongly with SES (r = +0.81;95% CI [0.40;0.95]). Seroprevalence was 21% in children (191/922) and 25% in staff (61/240). Seroprevalence did not correlate with local cumulative incidence (children: r = +0.06;95% CI [−0.59;0.67];staff: r = +0.26;95% CI [−0.40;0.74]). In staff, seroprevalence was higher in schools with higher SES (r = +0.37;95% CI [−0.29;0.79]), but not in children (r = −0.10;95% CI [−0.66;0.53]). Conclusion:The lower seroprevalence in children suggests they are lower transmitters than adults, but poor socioeconomic levels were less representative.展开更多
Purpose: During the COVID-19 pandemic, a significant number of measures were taken worldwide to limit the transmission of SARS-CoV-2, and in many ways, changed human life. All these measures had harmful consequences a...Purpose: During the COVID-19 pandemic, a significant number of measures were taken worldwide to limit the transmission of SARS-CoV-2, and in many ways, changed human life. All these measures had harmful consequences and impacted the well-being of many people. Children were one of the most vulnerable groups. We conducted the present study to assess children’s and staff’s well-being in French-speaking primary schools in Belgium during the COVID-19 pandemic. Methods: A 37-question questionnaire for each child based on the Revised Children’s Manifest Anxiety Scale (RCMAS), and a 14-question questionnaire for each staff based on the Hospital Anxiety and Depression (HAD) scale was undertaken in order to assess the well-being. Multiple logistic regressions were performed to assess the relationship between RCMAS or HAD and other explanatory variables. Staff reported their perception of their current life and their future life in 5 years on a Visual Analogue Scale (VAS). Results: A total of 231 children and 221 staff in 11 primary schools answered the well-being questionnaire between January and May 2021. 53% (122/231) of children had symptoms of anxiety. Girls reported more anxiety symptoms than boys (≥10: 59%;Adj OR = 2.25;95% CI [1.28;4.03]). 52% (120/231) of children had a definite state of social desirability. According to age, the youngest (6 - 7 years) children were more likely to have social desirability (≥5: 71%;Adj OR = 3.44;95% CI [1.53;8.09]) compared to the oldest (10 - 12 years). Children who did not practice outdoor/street activities were more likely to have social desirability (≥5: 60%;Adj OR = 2.59;95% CI [1.38;4.99]). In schools with a higher local incidence of SARS-CoV-2, children were more likely to have social desirability (≥5: 64%;Adj OR = 2.15;95% CI [1.13;4.17]). In schools with a lower socioeconomic status, children were more likely to have social desirability (≥5: 72%;Adj OR = 2.74;95% CI [1.23;6.37]). Higher RCMAS anxiety (r = −0.18;p −0.23;p −0.20;p Conclusion: Our results showed that the well-being of children was impacted during the COVID-19 pandemic. Special attention must be focused on the most vulnerable groups, as the consequences can be catastrophic in the long term.展开更多
Introduction: The level of schooling of mothers is a determining factor in the follow-up of pregnancy and consequently the prognosis of childbirth and the quality of the newborn. Objective: The aim was to assess the i...Introduction: The level of schooling of mothers is a determining factor in the follow-up of pregnancy and consequently the prognosis of childbirth and the quality of the newborn. Objective: The aim was to assess the impact of the level of education on the follow-up of their pregnancy and perinatal prognosis at the Reference Health Centre of Commune V of the District of Bamako. Materials and Methods: This was a prospective, cross-sectional and analytical study aimed descriptive from August 15 to December 15, 2021. We included in this study all pregnant women who had a gestational age of at least 22 weeks of amenorrhea and who gave birth or were received in the immediate postpartum period at the maternity ward of the Reference Health Center of Commune V. Results: Out-of-school parturients accounted for 60% of cases. Among the parturients in school, 18% had a higher level. In our study, 14.3% of women in labour knew the date of the last menstrual period. In our series, 100% of mothers in higher and secondary school had completed an antenatal consultation (CPN) compared to 90.7% in the out-of-school mothers. CPN1 was performed in the first trimester of pregnancy in 21.1% among out-of-school parturients compared to 83.5% among higher-level parturients. The number of NPCs was greater than or equal to 4 in 47.9% of parturients. Conclusion: Women’s schooling has an impact on their socio-economic conditions on the one hand and on the monitoring and prognosis of pregnancies on the other.展开更多
基金National Natural Science Foundation of China(51708004)Beijing Youth Teaching Elite Team Construction Project(108051360023XN261)North China University of Technology Yuyou Talent Training Program(215051360020XN160/009).
文摘With the continuous promotion of the construction of child friendly cities,the school commuting space is an important component of the construction of child friendly roads.Based on the background of child friendly cities,the commuting space of 11 primary and secondary schools in Bajiao Street is analyzed through literature analysis and field research methods.Firstly,the relevant literature on school commuting space is sorted out,and the characteristics of school commuting space are summarized,including transportation,landscape,culture,leisure,and security.Secondly,the characteristics of commuting space of primary and secondary schools in Bajiao Street are analyzed from three aspects:in front of the school gate,path space,and node space.This paper aims to provide reference and guidance for the future construction of children’s walking school commuting and promote the construction of a child friendly city.
文摘The study conducted at Ndiebene Gandiol 1 school in Senegal has unveiled serious environmental and public health challenges. The wastewater analysis revealed high levels of Biochemical Oxygen Demand (BOD5), Chemical Oxygen Demand (COD), and fecal coliforms, signaling potential risks to the well-being of students and staff. This situation mirrors a wider issue in rural educational settings, where inadequate sanitation persists. Intensive wastewater treatment options are known for their effectiveness against high pollutant loads but are resource-intensive in both energy and cost. Conversely, extensive treatment systems, while requiring more land, provide a sustainable alternative by harnessing natural processes for pollutant removal. The research suggests a hybrid treatment approach could serve the school’s needs, balancing the robust capabilities of intensive methods with the ecological benefits of extensive systems. Such a solution would need to be tailored to the specific environmental, financial, and logistical context of the school, based on comprehensive feasibility studies and stakeholder engagement. This study’s findings underscore the urgency of addressing sanitation in schools, as it is intrinsically linked to the health and academic success of students. Quick, effective, and long-term strategies are vital to secure a healthier and more prosperous future for the youth. With proper implementation, the school can transform its sanitation facilities, setting a precedent for rural educational institutions in Senegal and similar contexts globally.
文摘Hello,I am Shen Daxiang,a student from Class 8,Grade 6 at Xiqiao Experimental Primary School.I always commute to school by car,and I’d like to share the route I take to get there.The journey starts from my home,which is approximately 20 kilometers away from the school.My mother kindly drives me to school every day.
文摘The inseparable relationship between language and culture indicates that culture teaching is indispensable in English teaching.The ultimate goal of culture teaching in English teaching is to cultivate learners’cross-cultural communication skills.Cross-cultural communication is a two-way process,which requires not only knowledge of English culture but also the use of English as a medium for disseminating Chinese culture to the outside world.However,in actual English teaching,the teaching of Chinese culture is a mere formality,and the teaching effect is not obvious.Therefore,it is necessary to conduct a survey and research on Chinese culture teaching in high school English classrooms to understand its current situation,existing problems,and their causes,so as to provide suggestions for Chinese culture teaching in high school.
文摘Taking the discourse learning of the new senior high school English textbook published by the People’s Education Press as an example,combined with the“six-dimensional guidance”deep reading strategy,and through the six-skill training strategies of“memory skill training,understanding skill training,application skill training,analytical skill training,evaluation skill training,creative skill training,”this paper aims to cultivate students’thinking profundity,logic,flexibility,sensitivity,criticality,and originality.It also promotes the real implementation of senior high school English deep reading that points to the cultivation of thinking quality in classroom teaching,and realizes the transformation from“conventional reading”to“deep reading”that reflects the core literacy of the discipline.
文摘This study conducted a 16-week comparative experiment with 160 students from Jinan No.5 Middle School in Shandong Province as the experimental subjects.During the implementation of the experiment,the subjects were divided into two groups:an experimental group and a control group.The experimental group was subjected to physical exercise interventions using sports game teaching methods during physical education class,while the control group followed traditional physical education teaching methods.The results showed that the psychological health status of the students in the experimental group was significantly better than that of the control group after the experiment.The application of sports games helps to improve the psychological health of middle school students in the course of physical education,promoting a positive and forward direction in student psychology and is an effective means to enhance the psychological health level of middle school students.
文摘The traditional teaching methods of one-way cultivation of students can no longer meet the requirements of talent cultivation at this stage.The issue of how to promote students from passive acceptance to the independent cognitive understanding stage(i.e.deep learning)has become the focus of geography teaching.Therefore,under the guidance of deep learning theory,this paper takes the“landforms”knowledge unit of the Humanistic Education Edition as an example,improves the classroom teaching means through the unit teaching mode,reconstructs the“landforms”teaching unit,and explores the specific teaching of high school geography unit based on deep learning.This study provides a good example and guidelines for high school geography teaching and learning.
文摘Reading teaching is the core content of high school English teaching,and extracurricular literary classics reading is a supplement to in-class reading,which can deepen students’understanding and memorization of English-related knowledge,and cultivate students’core literacy.This paper outlines the problems in high school English reading teaching,analyzes the significance of extracurricular literary classics reading in high school English,and explores the teaching strategies of extracurricular literary classics reading in high school English based on core literacy,with a view to providing valuable reference information for teachers.
文摘School mental health education involves educators consciously,purposefully,and systematically influencing students’psychology using psychological educational methods and means based on the physical and mental development characteristics of students.The objective is to enhance students’psychological quality,develop their potential,cultivate optimistic and positive psychological traits,and promote the holistic development of their personalities.School mental health education is an integral component of quality education,a crucial element in cultivating high-quality talents for the 21st century,and a symbol of modern schools.
基金The Discipline Resource Construction Project of Jiangsu Second Normal University(Project number:JSSNU03202222)。
文摘The integration of the history of mathematics into junior middle school mathematics education represents a significant focus of international research in mathematics and education.The mathematics curriculum standards for compulsory education have emphasized the importance of incorporating the history of mathematics,aiming to gradually integrate it into the mathematics classroom.However,in the practical implementation of junior middle school mathematics education,the effective combination of the history of mathematics with teaching methodologies remains largely unexplored.This article explores the integration of junior middle school mathematics education and the history of mathematics,aiming to provide classroom teaching recommendations for teachers and promote the formation of students’mathematical literacy.
文摘English reading holds a pivotal position in junior high school English teaching,constituting an integral component of the entire educational process.Nowadays,it is imperative for English teachers to transcend the conventional,superficial reading instruction models and adopt a deep learning framework to fashion a profound reading classroom for students.This approach allows students to engage in inductive integration,application evaluation,and internalization and transfer,enabling them to delve into seemingly intricate and challenging texts,exploring them from multiple dimensions,including content,structure,and cultural implications.Ultimately,this fosters the development of students'comprehensive reading abilities and English core literacy.This paper,drawing from the perspective of deep learning and incorporating specific case studies,aims to devise a junior high school English reading instruction design that is both academically rigorous and emotionally engaging,with a focus on enhancing students'English core literacy and overall reading proficiency.
文摘The objective of this study was to evaluate the impact of Break Free from Depression(BFFD),a school-based depression awareness curriculum,in comparison to a wait list control group.A total of 13 eighth grade classrooms participated in either an intervention or control group and completed pre-,post-,and three-month follow-up surveys.Students participating in BFFD(N=6 classrooms,166 students)demonstrated enhanced knowledge of and more adaptive attitudes towards depression compared to the control group(N=7 classrooms,155 students).Participants in the BFFD intervention also demonstrated increases in their confidence in knowing how to seek help for depression and in their intent to seek this help if needed.Slight decreases were found at a three-month follow-up in all scales except for intent to seek help.BFFD was effective regardless of gender,ethnicity,or identification as a member of the LGBTQ community.There was a delayed effect on measured constructs for Black students with gains apparent at three-month follow-up.The findings demonstrated that BFFD had a small but significant positive impact on students’knowledge,skills,and attitudes in seeking support for themselves and for others when faced with signs of depression.The implementation of depression awareness curricula in schools hold promise in promoting student mental health,and it is important to consider factors that might have an impact on outcomes.
基金Supported by the General Project for Humanities and Social Sciences Research,Ministry of Education of China,No.19XZJC890001。
文摘BACKGROUND Sport help promote healthy physical and mental development of high school students.To date,there have been few studies on the effect of sport on school adaptability,resilience and cell phone addiction tendency of high school students.AIM To explore the effects of sports on school adaptability,resilience and cell phone addiction of high school students.METHODS A stratified random sampling method was used to select 600 students from two high schools in Lhasa,and Physical Activity Rating Scale,School Adjustment Scale for High School Students,Chinese Adolescents Resilience Scale,and Mobile Phone Addiction Index were used for field questionnaire survey.RESULTS Sport was positively correlated with school adaptability and resilience(P<0.01),school adaptability was positively correlated with resilience(P<0.01)and cell phone addiction was negatively correlated with sports,school adaptability and resilience(P<0.01).The direct effect of sport on cell phone addiction was significant(P<0.001),accounting for 20.51%of the total effect.The mediating effect of school adaptability on sport and cell phone addiction was significant(P<0.001),accounting for 17.38%and 35.36%of the total effect value,respectively.School adjustment and resilience had a significant chain-mediated effect on sport and cell phone addiction(P<0.001),accounting for 26.75%of the total effect.CONCLUSION Sport affected the cell phone addiction tendency of senior high school students through the mediating effect of school adaptability and resilience,and through the chain mediation effect of both.
文摘During COVID-19,the repercussions on scholar dynamics,functioning and structure were inevitable,causing an impact on groups that,historically,are minority in relation to the scope of school inclusion policies,such as students diagnosed with autism spectrum disorder(ASD).This scenario is followed by educational phenomena in the face of which School Psychology has collaborated with the advancement of research and knowledge production.This qualitative study,based on Historical-Cultural Psychology and Critical School Psychology,analyzed the role of the school psychologist in monitoring students diagnosed with ASD in the context of regular school during the pandemic.The following procedures were conducted:application of an online questionnaire;and semi-structured interviews with four school psychologists.As a result,three zones of shared meanings were built:the claim for the right to education with support and adaptations;the psychologist as the great savior of inclusion;the non-total inclusion that denounces the structure of injustice by school.The information suggests that professional performance was hampered by different obstacles in the pandemic,such as the difficulty imposed by school,overload of demands,and impasses in the implementation of inclusion historically experienced at school,revealing that the school structure still carries historical consequences of exclusion.These shared meanings have demanded a professional performance with more effort,resistance,and strategies that accept the demands of school inclusion,providing collective mobilization,together with school actors,capable of breaking down barriers,especially those related to capacitist concepts.
文摘To remove obstacles in the path of‘Education for All’,the government of India launched several programs,Sarva Shiksha Abhiyan(SSA)being one of them.Despite several attempts,the government has failed to be successful in providing education to all students and the impact of such schemes has not been very good at the ground level.In India,children are not absent from school owing to a lack of demand;rather,low quality of government education delivery is a major cause for their absence.There is a need to redefine the Indian education system or policy to a new level as government schools are unable to fulfil the growing demand for high-quality education.Direct government funding to children or parents rather than schools can provide parents or children with the ability to select the school of their choice,whether it is a government or private school.This may be accomplished through the education voucher scheme.Governments do not need to spend any additional public funds on vouchers to implement this approach.The education voucher scheme deserves an effort among the several approaches that are being pursued to improve school education.
基金The U.S.Department of Agriculture National Institute of Food and Agriculture(USDA NIFA)grant:2015-68001-23242.The USDA was not involved in the design of the study and collection,analysis,and interpretation of data or writing of the manuscript.The authors wish to thank the School Wellness Teams(SWT)who participated in the intervention and led programming.The authors acknowledge the students and staff who helped facilitate data collection and analysis procedures:Andra Luth,Marisa Rosen,Laura C.Liechty,Ann Torbert,and Quinn M.Zuercher(Iowa State University Extension and Outreach),made contributions to the distribution,implementation,and evaluation of SWITCH.
文摘Background:The School Wellness Integration Targeting Child Health(SWITCH)intervention has demonstrated feasibility as an implementation approach to help schools facilitate changes in students’physical activity(PA),sedentary screen time(SST),and dietary intake(DI).This study evaluated the comparative effectiveness of enhanced(individualized)implementation and standard(group-based)implementation.Methods:Twenty-two Iowa elementary schools participated,with each receiving standardized training(wellness conference and webinars).Schools were matched within region and randomized to receive either individualized or group implementation support.The PA,SST,and DI outcomes of 1097 students were assessed at pre-and post-intervention periods using the Youth Activity Profile.Linear mixed models evaluated differential change in outcomes by condition,for comparative effectiveness,and by gender.Results:Both implementation conditions led to significant improvements in PA and SST over time(p<0.01),but DI did not improve commensurately(p value range:0.02‒0.05).There were no differential changes between the group and individualized conditions for PA(p=0.51),SST(p=0.19),or DI(p=0.73).There were no differential effects by gender(i.e.,non-significant condition-by-gender interactions)for PA(p_(for interaction)=0.86),SST(p_(for interaction)=0.46),or DI(p_(for interaction)=0.15).Effect sizes for both conditions equated to approximately 6 min more PA per day and approximately 3 min less sedentary time.Conclusion:The observed lack of difference in outcomes suggests that group implementation of SWITCH is equally effective as individualized implementation for building capacity in school wellness programming.Similarly,the lack of interaction by gender suggests that SWITCH can be beneficial for both boys and girls.Additional research is needed to understand the school-level factors that influence implementation(and outcomes)of SWITCH.
文摘Purpose: During the COVID-19 pandemic, closing schools was discussed to limit the virus transmission, despite a lack of evidence on the role of young children in the virus spread. We undertook a study among Belgian primary schools to assess the SARS-CoV-2 antibody seroprevalence and its relationship with local incidence, school size, and socioeconomic status (SES). Methods: Schools were purposively selected using three criteria: an area with either a low or a high COVID-19 incidence, either a small or a large size, and either a low or a high SES. 932 (/2488, 38%) children and 242 (/444, 55%) staff signed informed consent. COVID-19 antibodies were tested using rapid finger prick tests. Results: Children participation was positively correlated with staff (r = +0.33;95% CI [−0.34;0.78]), and strongly with SES (r = +0.81;95% CI [0.40;0.95]). Seroprevalence was 21% in children (191/922) and 25% in staff (61/240). Seroprevalence did not correlate with local cumulative incidence (children: r = +0.06;95% CI [−0.59;0.67];staff: r = +0.26;95% CI [−0.40;0.74]). In staff, seroprevalence was higher in schools with higher SES (r = +0.37;95% CI [−0.29;0.79]), but not in children (r = −0.10;95% CI [−0.66;0.53]). Conclusion:The lower seroprevalence in children suggests they are lower transmitters than adults, but poor socioeconomic levels were less representative.
文摘Purpose: During the COVID-19 pandemic, a significant number of measures were taken worldwide to limit the transmission of SARS-CoV-2, and in many ways, changed human life. All these measures had harmful consequences and impacted the well-being of many people. Children were one of the most vulnerable groups. We conducted the present study to assess children’s and staff’s well-being in French-speaking primary schools in Belgium during the COVID-19 pandemic. Methods: A 37-question questionnaire for each child based on the Revised Children’s Manifest Anxiety Scale (RCMAS), and a 14-question questionnaire for each staff based on the Hospital Anxiety and Depression (HAD) scale was undertaken in order to assess the well-being. Multiple logistic regressions were performed to assess the relationship between RCMAS or HAD and other explanatory variables. Staff reported their perception of their current life and their future life in 5 years on a Visual Analogue Scale (VAS). Results: A total of 231 children and 221 staff in 11 primary schools answered the well-being questionnaire between January and May 2021. 53% (122/231) of children had symptoms of anxiety. Girls reported more anxiety symptoms than boys (≥10: 59%;Adj OR = 2.25;95% CI [1.28;4.03]). 52% (120/231) of children had a definite state of social desirability. According to age, the youngest (6 - 7 years) children were more likely to have social desirability (≥5: 71%;Adj OR = 3.44;95% CI [1.53;8.09]) compared to the oldest (10 - 12 years). Children who did not practice outdoor/street activities were more likely to have social desirability (≥5: 60%;Adj OR = 2.59;95% CI [1.38;4.99]). In schools with a higher local incidence of SARS-CoV-2, children were more likely to have social desirability (≥5: 64%;Adj OR = 2.15;95% CI [1.13;4.17]). In schools with a lower socioeconomic status, children were more likely to have social desirability (≥5: 72%;Adj OR = 2.74;95% CI [1.23;6.37]). Higher RCMAS anxiety (r = −0.18;p −0.23;p −0.20;p Conclusion: Our results showed that the well-being of children was impacted during the COVID-19 pandemic. Special attention must be focused on the most vulnerable groups, as the consequences can be catastrophic in the long term.
文摘Introduction: The level of schooling of mothers is a determining factor in the follow-up of pregnancy and consequently the prognosis of childbirth and the quality of the newborn. Objective: The aim was to assess the impact of the level of education on the follow-up of their pregnancy and perinatal prognosis at the Reference Health Centre of Commune V of the District of Bamako. Materials and Methods: This was a prospective, cross-sectional and analytical study aimed descriptive from August 15 to December 15, 2021. We included in this study all pregnant women who had a gestational age of at least 22 weeks of amenorrhea and who gave birth or were received in the immediate postpartum period at the maternity ward of the Reference Health Center of Commune V. Results: Out-of-school parturients accounted for 60% of cases. Among the parturients in school, 18% had a higher level. In our study, 14.3% of women in labour knew the date of the last menstrual period. In our series, 100% of mothers in higher and secondary school had completed an antenatal consultation (CPN) compared to 90.7% in the out-of-school mothers. CPN1 was performed in the first trimester of pregnancy in 21.1% among out-of-school parturients compared to 83.5% among higher-level parturients. The number of NPCs was greater than or equal to 4 in 47.9% of parturients. Conclusion: Women’s schooling has an impact on their socio-economic conditions on the one hand and on the monitoring and prognosis of pregnancies on the other.
