Academic Journal of Education (AJE) is an international, peer-reviewed journal published by Darcy & Roy Press. The mission of the journal is to provide an academic platform for scholars and practitioners to discuss the issues of education across the world. All articles published are rigorously and fast reviewed meeting the Journal Quality standards.
Exploration of "Intelligent Manufacturing Productive Practical Training" Curriculum Transformation Under the Background of Key Element Reform in Vocational Education
The reform of key teaching elements in vocational education is the core work of promoting high-quality development of vocational education at the current stage. As the core link of talent cultivation, practical training directly determines students' skill level and post adaptability. Currently, practical training teaching for intelligent optoelectronic specialties in higher vocational colleges generally faces problems such as content lagging behind industrial demands, fragmented skill training, and monotonous teaching modes, making it difficult to meet the demand for comprehensive technical and skilled talents brought by regional electrical industry upgrading. Combined with the requirements of the "Opinions of the Ministry of Education on Deepening the Reform of Key Teaching Elements in Vocational Education" and the construction tasks of the "Double High-level Plan" specialty group, this paper takes the practical training project of "Front Panel Design and Trial Production of Data Acquisition Box" for the Intelligent Optoelectronic Manufacturing Technology specialty as the research object, and conducts practical exploration of practical training curriculum transformation from four aspects: reconstruction of training content, optimization of teaching methods, implementation approaches, and improvement of evaluation systems. The paper proposes a practical training reconstruction idea of "task-driven, action-oriented, and industry-education integrated", and summarizes replicable implementation experience, aiming to provide practical reference for practical training curriculum reform of manufacturing specialties in vocational colleges.
Practical Training Curriculum Transformation
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The applications of analytic geometry in machine learning courses are summarized, covering the definition of hyperplanes, the computation of distances to hyperplanes, their application in support vector machines, and the geometric properties of hyperellipsoids—specifically their centers, axis orientations, and semi‑axis lengths—along with the occurrence of such ellipsoids in linear regression. By explicitly addressing these topics, it facilitates both teaching and learning for instructors and students. Moreover, these geometric interpretations render abstract high-dimensional optimization problems more intuitive and help students develop the ability to analyze machine learning algorithms from a geometric perspective. Furthermore, the intrinsic connections between these concepts—such as the role of normal vectors in defining margins and the interpretation of level sets as ellipsoids—can deepen understanding and inspire further exploration.
Optimality Conditions for Constrained Optimization: A Systematic Compilation with a Pedagogical Perspective
A systematic compilation of fundamental results for several types of constrained optimization problems—including those with only equality constraints, only inequality constraints, and a mixture of both—is presented, covering the theorems of alternative, Karush‑Kuhn‑Tucker (KKT) conditions, and strong duality in as complete a form as possible. This exposition is designed to serve as a handy reference for students, offering a self‑contained collection of the essential theoretical tools, while also providing instructors with a convenient source for lecture preparation.
A Study on Strategies of English Vocabulary Teaching in Primary School from the Perspective of Affective Filter Hypothesis
Vocabulary is the cornerstone of English learning. Rich vocabulary and high vocabulary application ability play an important role in cultivating students' core competencies in English learning. According to the provisions of the English Curriculum Standard for Compulsory Education (2022 Edition), students in primary school need to learn more vocabulary. Dull and monotonous vocabulary teaching will lead to students' aversion to learning and hinder the absorption of input knowledge. Based on Krashen's Affective Filter Hypothesis, the study proposes vocabulary teaching strategies from four dimensions: teaching objectives, teaching content, teaching methods, and teaching assessment, and combines specific teaching cases to explore the feasibility and effectiveness of applying Affective Filter Hypothesis to English vocabulary teaching in primary school, thereby providing insights into how to play the positive role of emotional factors in English teaching and improve students' English vocabulary competence.
Applying Total Physical Response to English Vocabulary Instruction for Lower Primary Learners: Strategies and Reflections
English vocabulary learning at the lower primary level lays the foundation for learners' subsequent language development. However, vocabulary instruction in many primary classrooms still relies heavily on rote memorization and teacher-centered practices, resulting in limited language input and insufficient learner engagement. As a representative method within the Comprehension Approach, Total Physical Response (TPR) emphasizes that comprehension precedes production and promotes language learning through physical movement. This paper explores the application of TPR to English vocabulary instruction for lower primary learners. Drawing on the theoretical foundations of TPR, it discusses instructional strategies from four perspectives: establishing vocabulary–meaning connections, promoting vocabulary comprehension, strengthening vocabulary retention, and facilitating vocabulary transfer. It also reflects on the appropriate use and limitations of TPR in classroom practice. The study suggests that TPR effectively enhances vocabulary learning by connecting language, movement, and meaning, while increasing learners' engagement and reducing language anxiety. Nevertheless, TPR should be applied flexibly according to learners' developmental characteristics, instructional objectives, and vocabulary types, and should be integrated with other teaching approaches to maximize its instructional effectiveness.
Research on Practical Strategies of English Large Unit Teaching Design Oriented by Core Literacy
General High School English Curriculum Standards (2017 Edition, Revised 2025) clearly identifies four core competencies of the English subject, namely linguistic competence, cultural awareness, thinking quality and learning ability, which serve as the fundamental educational objectives of senior high school English teaching. As a vital approach to address fragmented class-hour teaching and realize competency-based objectives, large-unit English teaching transforms English classrooms into holistic, structured education guided by thematic contexts. Centered on the core competencies of English, this paper defines the connotation of large-unit English teaching and summarizes its four core features: holism, progression, contextualization and comprehensiveness. It further constructs operable practical strategies from five dimensions: restructuring unit objectives, integrating teaching contents, designing inquiry-based activities, establishing multi-dimensional assessment systems and optimizing unit assignments. It provides theoretical references and practical approaches for frontline English teachers to carry out competency-oriented large-unit teaching design, facilitating the realization of the educational value of “fostering people through language” in English education.
Building Interpreting Memory Capacity: Tiered Training Methods and Scenario-Based Chunking Practices
Against the backdrop of globalization, interpreting, as a crucial bridge for cross-cultural communication, imposes high demands on interpreters' information processing capabilities. Memory capacity, as the core mechanism underpinning information retention and real-time processing, directly determines interpreting performance and output quality. Grounded in cognitive psychology and empirical research, this study examines the operational mechanisms and principal constraints of interpreting memory, constructs a tiered training framework centered on chunking strategies, and explores scenario-based implementation pathways across consecutive and simultaneous interpreting as well as specialized professional domains. The findings aim to provide systematic, actionable guidance for interpreting learners and practitioners seeking to enhance their mnemonic efficiency.
Based on Regular Script: The Integration and Mutual Advancement of Normativity and Aesthetics in Calligraphy Aesthetic Education in Primary and Secondary Schools
In accordance with the Guidelines for Calligraphy Education in Primary and Secondary Schools and the Opinions on Comprehensively Strengthening and Improving School Aesthetic Education in the New Era, calligraphy education in primary and secondary schools now embodies comprehensive educational values encompassing technical training, aesthetic cultivation, and cultural inheritance, rather than being limited to basic handwriting instruction. Current regular script (kaishu) teaching suffers from evident misconceptions: either it is overly instrumentalized, prioritizing technique over aesthetics; or artistic individuality is pursued prematurely, out of step with students' foundational abilities. The core issue lies in the separation of the inherent unity between writing norms and calligraphic aesthetics. Regular script, with its rigorous formal rules and upright temperament, aligns with the cognitive and physical-psychological developmental patterns of primary and secondary school students, serving as a high-quality vehicle for aesthetic education. Combining traditional calligraphy theory with frontline teaching practice, this paper establishes a pedagogical logic of "uprightness as the foundation, innovation as extension, symbiosis throughout the process, and differentiation by educational stage," breaking the binary opposition between normativity and creativity. It constructs a feasible hierarchical teaching pathway, providing theoretical support and practical reference for the optimization of regular script aesthetic education in primary and secondary schools.
Calligraphy Aesthetic Education in Primary and Secondary Schools
Core Issues and Theoretical Prospects of Contemporary Chinese Translation Studies in the Service of National Strategies
The comprehensive advancement of national strategies in the New Era has driven a paradigm shift in Chinese translation studies from “text-centeredness” to “national demand orientation.” Based on a systematic analysis of core literature from CSSCI source journals published between 2012 and 2025, this paper delineates the development trajectory and core issues of Chinese translation studies within the context of serving national strategies. The findings indicate that current research has coalesced around five key areas: international communication and national discourse construction, regional and country-specific translation studies under the Belt and Road Initiative, the overseas translation and dissemination of traditional Chinese culture, emergency language services, and translation technology and the development of national translation capacity. The research is characterized by distinct practice orientation, local consciousness, and interdisciplinary tendencies, yet there remains room for improvement in theoretical originality, methodological diversity, and thematic balance. Future research should concentrate on constructing a theoretical system of translation studies with Chinese characteristics, deepening empirical inquiry, and fostering interdisciplinary integration, so as to better respond to the country’s major strategic needs.
A Systematic Review of the Application Status and Development Trend of Artificial Intelligence in Educational Management in the Digital Era
Systematically review the application situations and development trends of artificial intelligence in educational management in the digital era in this paper. According to the PRISMA 2020 guidelines, in 2016 and 2026, the relevant peer-reviewed papers selected and screened for this study were obtained from ERIC, Scopus, Web of Science and EBSCOhost Academic Search Ultimate. Based on systematic content analysis and thematic coding, this paper will explore how artificial intelligence is being applied in educational administration, leadership, student support and institutional decision-making in a review. Based on the above analysis, AI is being used for prediction analysis, operation automation, student retention monitoring, curriculum design and resource allocation. Other problems in the literature are algorithmic bias, data privacy and security, surveillance, uneven infrastructure, and a lack of AI literacy among school leaders. Braun and Clarke's six-stage process of thematic analysis is used to identify several prominent themes related to efficiency, personalisation, governance, equity and leadership transformation in this paper. Based on the above analysis, AI can be used effectively to improve educational administration only with the support of human-centred leadership, ethical governance and institutional readiness.
Teacher Autonomy in Chinese Public Kindergartens Through the Lens of Self-Determination Theory
To address practical industry problems including the lack of teachers’ independent class management rights, insufficient internal work motivation and weakened professional sense of gain under the centralized administrative management model of public kindergartens in China, this paper adopts the framework of three core psychological needs proposed by Self-Determination Theory. It analyzes the dual educational and managerial values of preschool teachers’ independent management rights in public kindergartens, and sorts out practical dilemmas triggered by campus centralized control, quantitative assessment and hierarchical communication barriers, such as restricted authority, low self-efficacy and weak organizational belonging. The research shows that appropriately delegating micro preschool education and care decision-making power, cultivating teachers’ management capabilities through tiered empowerment, and building a flat communication mechanism can satisfy teachers’ basic psychological needs, activate the endogenous motivation for preschool education and care work. This research can provide theoretical references and practical ideas for public kindergartens to optimize campus governance structures, improve teachers’ power and responsibility systems, and advance refined governance of preschool education.
A CLT-Based ‘The Fun of Children’s Language in China’ Thematic Teaching Design for Primary School English: Guided by the OBE Model
This paper addresses the current situation in primary English teaching where linguistic form is prioritised over cultural output. Grounded in the instructional design of Outcome-Based Education (OBE) and the methodology of Communicative Language Teaching (CLT), it explores how to construct a ‘Children's Language, China's Charm’ cultural thematic teaching framework. By analysing CLT's authenticity principles, task-based activities, and children's cognitive characteristics, it proposes a three-dimensional cultural content framework (material, behavioural, and spiritual culture) alongside localised CLT activity templates, including role-play and information gap tasks. Using the ‘Panda's Birthday Party’ theme as an example, it demonstrates how cultural symbols such as longevity noodle customs can be integrated into language teaching objectives, while designing a multimodal assessment system to track pupils' cultural output capabilities. Findings indicate that OBE-guided top-down reverse instructional design effectively enhances children's resilience in cultural transmission with notable pedagogical outcomes, provided the principle of ‘simplification without distortion’ is upheld. The study concludes by elucidating the practical value of child-friendly cultural dissemination in strengthening cultural confidence.
A Project-Based Bilingual Instructional Framework for Android Development Education under the New Engineering Education Initiative
With the rapid advancement of mobile Internet technologies and artificial intelligence (AI), engineering education increasingly demands interdisciplinary talent, practical engineering competence, and global communication skills. As a core course for Internet of Things (IoT) Engineering students, Mobile Development and Application plays a crucial role in cultivating software development capabilities. However, traditional teaching approaches often suffer from insufficient practical training, limited integration of English technical resources, low student engagement, and inadequate assessment methods. To address these challenges, this study proposes a project-based bilingual teaching model under the New Engineering Education (NEE) framework. The proposed model integrates bilingual instruction, collaborative APP development, project-driven learning, and AI-assisted programming support into Android development education. The reform practice was implemented at Sichuan University of Science and Engineering (SUSE) from 2024 to 2025 with undergraduate students majoring in IoT. Results from academic performance analysis, questionnaire surveys, and competition achievements demonstrate that the proposed approach significantly improved students’ programming competence, English technical literacy, teamwork ability, and learning motivation. The findings indicate that integrating bilingual project-based learning (PBL) with AI-assisted educational strategies can effectively enhance engineering education quality and cultivate innovative software engineering talents with international competitiveness.
How Virtual Teacher Fidelity and Communication Affect Learning Satisfaction
With the rapid advancement of artificial intelligence and virtual reality technologies, virtual teaching systems have been increasingly adopted in higher education. Although current implementations remain largely in their early stages and exhibit varying degrees of effectiveness, virtual teachers have demonstrated considerable potential in supporting students and enhancing their learning experiences. Nevertheless, systematic empirical research on the effective design of instructional models for virtual teachers is still lacking. To address this gap, the present study investigates the effects of virtual teacher fidelity (humanoid vs. cartoon) and communication style (social vs. task-oriented) on learning satisfaction, drawing on the Computers-as-Social-Actors paradigm and Social Presence Theory. A 2×2 between-subjects factorial experiment (fidelity type×communication style) was conducted with 196 college student participants to examine the interaction effects between the two factors. The results revealed that: (1) there was a significant interaction between fidelity type and communication style; specifically, under the social communication condition, humanoid virtual teachers led to a significantly greater increase in learning satisfaction compared to their cartoon counterparts, whereas this advantage was not observed under the task-oriented communication condition; and (2) social presence mediated the interactive effect of fidelity and communication style on learning satisfaction. These findings contribute to the theoretical development of human–computer interaction in virtual educational contexts and offer practical implications for the design of pedagogical virtual agents and the optimization of communication strategies.
A Critical Exploration of China’s Double Reduction Policy: Policy Enactment and Teacher Perspectives
This study focused on how primary school teachers understood and enacted the policy in practice within the context of China's Double Reduction Policy. Based on the Policy Enactment Framework proposed by Braun et al. (2011) , this study explored teachers' understanding, experiences, and perceptions of the Double Reduction Policy through interviews with six primary school teachers from diverse educational resource contexts. The study found that teachers' perceptions of the policy are multifaceted. Although the Double Reduction Policy might alleviate educational inequality caused by after-school tutoring, the variations in its enactment across different regions and school contexts may, in practice, exacerbate certain forms of educational inequity. Teachers were limited agents constrained by multiple factors, including school contexts and the different tensions exist. This study also highlighted the tension between policy objectives and China’s exam-oriented culture, as manifested in teachers' ongoing balancing act between reducing student burdens, promoting holistic development, and maintaining examination results. Finally, this study suggested that future policy reforms need to consider schools' actual contexts more fully, provide teachers with adequate support for policy enactment, and take a deeper consideration of China's existing education system to achieve more contextually adaptive policy enactment.
The Social Phenomenon of "Spiritual Emptiness Syndrome" in China: An Educational-Philosophical Perspective
This paper begins with lectures delivered by two Peking University faculty members at different educational conferences. It first explores the connotations of two representative social phenomena that have attracted widespread public attention: “absolute, refined egoists” and “Spiritual Emptiness Syndrome”(SES). Taking their characteristics as clues, it logically deduces the common causes behind both phenomena. Secondly, it analyzes the causes from a philosophical perspective and explores solutions from an educational perspective. Finally, from the perspective of universities, it examines the special relationship between “spiritual emptiness syndrome” and higher education institutions, and attempts to offer possible recommendations for universities.
Research on the Construction of Chinese Women's Self-discourse Power and Independent Resistance Path from the Perspective of Contemporary Society
At present, in China, the building of women's self-discourse power is one of the main directions of social change. Under the censorship of the media environment in the digital age and in light of patriarchal norms and market forces, Chinese women have taken various means to express their feminist identity, advocate for social equality, and build communities of resistance. Based on discourse theory, feminist media studies and empirical research on Chinese digital feminism are used to explore the theoretical foundations, contextual dynamics and practical paths for how Chinese women construct self-discursive power and engage in independent resistance. The three groups of resistance identified in this paper are digital discourse practice, workplace and legal advocacy, and transnational feminist networking. It is not the case that all Chinese women have shown resistance, and this lack of a unified expression of resistance can be attributed to platform regulations, political forces, and individuals' own risks. Understand the above fluctuations to build theories on feminist agency in non-Western countries and promote the continuous progress of gender equality in China.
Translation Skills of Chinese University Students in English Language Learning: A Basis for the Representation of Translation-based English Learning Model
The study is primarily concerned with the impact of translation skills of Chinese university students on their English language learning. The difference involved in variables were analyzed so as to present a Translation-based English Learning Model (TELM) to improve the quality and effectiveness of students’ English learning. 500 students from 6 universities in China were requested to do the questionnaire survey through “Wenjuan Xing”. Quantitative method and descriptive analysis were adopted in this research to describe and interpret the difference of responses on translation skills when grouped according to profile. Through the analysis based on data collection, it is found that translation skills have an effect on university students’ English language learning in China. Also, students have a better assessment on translation skills in English learning. Moreover, The TELM was represented as a framework for Chinese student’ English language learning based on translation skills.
Translation-based English Learning Model (TELM)
Research on the Volunteer Service Spirit of College Students
Volunteer service serves as a vital carrier for universities to implement the fundamental task of fostering virtue through education and cultivate college students’ sense of social responsibility. The volunteer service spirit of college students is an important embodiment of youth responsibility and core socialist values. This paper elaborates on the connotation and practical value of college students’ volunteer service spirit, sorts out prominent dilemmas existing in its cultivation, and puts forward corresponding cultivation paths from three dimensions including ideological guidance, institutional construction and practical platform development. It aims to strengthen students’ recognition of volunteer spirit and inherit and promote the volunteer spirit of dedication, friendship, mutual assistance and progress.
The Impact of Affective Factors on Junior High School Students’ English Learning
This thesis explores the impact of affective factors such as motivation, anxiety, self-confidence, and self-esteem on junior high school students' English learning, and points out that these factors play a crucial role in shaping the learning process and outcomes. Critical analysis shows that positive affective factors can enhance students' engagement, persistence, and academic performance, while negative ones may hinder learning. However, the thesis also identifies several challenges, including individual differences, classroom environment issues, teacher-related factors, as well as parental and social influences. Based on these findings, this research puts forward practical recommendations, such as creating a positive classroom environment, enhancing learning interest, providing expectations and feedback, advocating cooperative learning, offering teacher professional development opportunities, and involving parents and the community. The conclusion of the study holds that paying attention to affective factors is essential for promoting students' emotional well-being and success in language learning, and further in-depth research in this field is needed in the future.
Practical Exploration and Optimization Pathways for Special Inspections of Undergraduate Course Assessment Quality
Course assessment constitutes a critical component in the safeguarding of undergraduate teaching quality, as the rigor of its proposition, the standardization of its grading procedures, the integrity of its performance management, and the completeness of its archival practices directly influence the realization of program-level learning outcomes and broader talent development objectives. Grounded in the theoretical frameworks of Total Quality Management and formative assessment, this study was conducted on the basis of a special inspection of 27 undergraduate course assessment dossiers at a university. The core content and implementation procedures of the inspection were systematically reviewed, and the positive outcomes and promising practices observed in assessment management were summarized. Common challenges and their underlying causes in areas including proposition scientificity, grading rigor, depth of performance analysis, and archival refinement were objectively analyzed. On this basis, systematic optimization recommendations were proposed—including the consolidation of primary responsibility at the school level, the reinforcement of faculty members' awareness of quality standards, and the improvement of the closed-loop quality management system—with the aim of providing a reference for the continuous improvement of course assessment quality assurance systems in similar institutional contexts.
Mechanism of Improving Athletic Ability of Track and Field Endurance Events under the Guidance of Physical Training
Aiming at the problem that the traditional training mode of track and field endurance events is easy to fall into the bottleneck, this paper discusses the promotion mechanism of sports ability under the guidance of physical training.It is pointed out that physical training is not a special accessory, but the core driving force that determines endurance performance from the physiological bottom. It breaks the upper limit of performance through three paths: cardiopulmonary function optimization, muscle metabolic capacity enhancement and neuromuscular coordination and regulation. On this basis, a three-stage step-by-step training strategy is put forward, which includes bottoming in basic stage, transformation in intensive stage and integration in pre-competition. The 12-week empirical intervention shows that the mechanism and strategy significantly improve the athletes' maximum oxygen uptake, lactic acid threshold speed and running economy, and the 3000m performance is about 2.5 times higher than that of the traditional training mode. This study provides systematic theoretical support and practical reference for track and field endurance events to break through the training bottleneck and achieve a long-term leap in sports ability.
An Analysis of Pragmatic Failures and Teaching Strategies in Middle School English Writing
The compulsory education curriculum standards clearly state that pragmatic knowledge is an important part of language knowledge and is a crucial foundation for developing language skills. However, pragmatic failure is a major problem in middle school students' English writing, directly affecting the development of their cross-cultural communication skills. Based on relevant pragmatic theories, this article sorts out the main types of pragmatic failures in middle school students' English writing and analyzes their causes, including negative transfer of the native language, insufficient pragmatic orientation in teaching, and the lack of cross-cultural input and practice. Finally, based on the existing problems, this article also puts forward some specific and feasible suggestions from the perspectives of pragmatic knowledge, situational writing, cross-cultural comparison, and evaluation dimensions.
A Research on Coping Strategies for Speaking Anxiety of Junior High School Students
English speaking anxiety is prevalent among students during English classes. In many provinces, English speaking tests have been incorporated into the high school entrance examination, further emphasizing the importance of oral English proficiency. Currently, there is relatively limited research on English speaking anxiety among junior high school students, with most studies focusing on university students. Therefore, it is necessary to investigate the causes of English speaking anxiety and identify strategies to alleviate it among students. Through literature review, the study identifies key factors contributing to students’ English speaking anxiety, including fear of negative evaluation, low self-confidence, a non-supportive classroom atmosphere, etc. The paper also proposes a series of coping strategies for teachers and students based on Krashen’s Affective Filter Hypothesis and the principles of Humanistic Psychology. For teachers, suggestions focus on creating a supportive and low-anxiety classroom environment, designing gradual speaking activities, and fostering collaborative learning. For students, recommendations emphasize self-awareness, consistent practice by using multimedia resources, and positive engagement in challenging speaking opportunities. The study aims to provide teachers and students with practical measures to mitigate speaking anxiety, thereby enhancing the overall efficacy of oral English instruction and learning at the junior high school level.
A Research of Peer Review in the Teaching of Continuation Task Teaching
This research makes an attempt to apply peer review to the English continuation task writing teaching, trying to research the following questions: (1) What is the status quo of students’ continuation task writing? (2) How to conduct peer review in the continuation task writing teaching in senior high school? (3) What is the effect of peer review on students’ continuation task performance? Based on the theory of cooperative learning, the process writing approach and the zone of proximal development, and taking the students of Class 15 of a senior high school as the research subjects, this thesis researches the application of peer review to continuation task teaching by means of questionnaire survey and tests. After three months study, this research holds the opinion that peer review has a certain practical significance for continuation task teaching in senior high school. Teachers should introduce peer review into the English class as early as possible and conduct relevant peer review training. Peer review and teacher feedback should also work together to improve students’ interest and writing performance in continuation task.
A Review of Research on the Cultivation Models of Senior High School Music Students
With the growing popularity of aesthetic education and increasing attention to art college entrance examinations, the cultivation of senior high school music students has attracted considerable academic interest. This paper systematically reviews existing literature from four dimensions: class management, curriculum and cultivation models, evaluation and progression mechanisms, and articulation and selection between primary and secondary schools. Overall, most existing studies remain at the level of empirical strategy summaries, while differentiated research on different grade levels, professional directions, and school types remains relatively weak. Furthermore, how to translate macrolevel cultivation concepts into concrete and operable practical plans requires further exploration.
Educational Philosophy and Realistic Reflection of Family Education in Preschool Stage from Psychological Perspective
Between the ages of three and six, children develop their personal traits and daily routines most rapidly. The way families bring them up leaves a deep imprint on their entire life journey. In order to sort out the logic of scientific education and solve the existing practical problems in preschool parenting, this article draws on classic theories of developmental psychology and uses public research data and policy documents from the Ministry of Education and the China Children's Center. Based on the theoretical achievements of Piaget, Erikson, Baumrind, etc., this paper sorts out the core connotation of family education that conforms to the laws of physical and mental development of preschool children. Research has found that there are prominent problems in current preschool family education, such as premature academic instruction, imbalanced parenting styles, insufficient father involvement, and lack of emotional guidance. This study offers practical steps around updating concepts, optimizing education, promoting home-kindergarten collaboration, and providing social security. The study advocates abandoning utilitarian parenting ideas and carrying out family education in accordance with the laws of children's psychological development. This not only provides theoretical references for parents to establish scientific parenting cognition, but also provides practical ideas for improving the guidance system of preschool family education.
Operational Mechanisms of Curriculum Quality Monitoring Systems in Higher Education Administration
The curriculum quality monitoring system directly affects the quality of talent cultivation in universities and is a key link in higher education administration. Curriculum quality control in contemporary universities still requires further optimization. Based on this, this paper aligns with the requirements of the Ministry of Education's "Implementation Plan for Undergraduate Teaching Audit and Evaluation in Ordinary Higher Education Institutions (2021-2025)", drawing on the teaching practices of public and application-oriented universities, and integrates relevant theories of Total Quality Management and closed-loop management to focus on analyzing the operational logic of the curriculum quality monitoring system. This paper sorts out the core components of the system, including organizational structure, indicator design, and implementation process. At the same time, this paper draws on the quality assurance practice of Lanzhou University's "One Platform, Four Systems" and summarizes an operational model featuring hierarchical management, diversified evaluation, data-driven support, and continuous improvement. Practice demonstrates that improving this monitoring system can effectively strengthen the control of the entire teaching process, improve talent cultivation quality, and offer practical references for universities to optimize higher education administration and enhance curriculum quality.
Research on Student Academic Emotion Profiling and Interactive Education Models from the Perspective of Big Data
The application of big data technologies in the field of education is currently a prominent research hotspot. Artificial intelligence and big data technologies can analyze learners’ basic information, behavioral data, and learning data to intelligently generate personalized learning paths, provide individualized learning support, recommend customized learning resources, and enable intelligent assessment and feedback, ultimately facilitating the construction of academic emotion profiles and interactive education models. The New Generation Artificial Intelligence Development Plan issued by the State Council of China emphasizes the need to establish online intelligent education platforms and improve the AI education system, accelerate the reform of talent cultivation models and teaching methods through intelligent technologies, build a new educational system encompassing intelligent and interactive learning, provide precisely targeted educational services, and realize customized daily and lifelong education. Effectively leveraging big data and AI technologies to serve the entire teaching and learning process will inevitably become a key research focus in future education. In 2017, the State Council issued the *13th Five-Year Plan for National Education Development*, which proposes to actively harness the important role of big data in digital learning spaces, explore new models of future education and teaching, and support personalized learning and targeted instruction. AI and big data technologies can analyze learners’ basic information, behavioral data, and learning data to intelligently generate personalized learning paths, offer individualized learning support and interactive learning resources, and enable intelligent assessment and feedback.
Constructivist Classroom Interaction Design and Student Development
Constructivist classroom interaction design centres on the learner’s active construction of meaning. By creating dialogic contexts, collaborative tasks and reflective practices, it promotes students’ comprehensive development across cognitive, social and emotional dimensions. Drawing upon constructivist learning theory, this paper systematically analyses the theoretical foundations and fundamental principles of classroom interaction design. It explores the cognitive mechanisms (conceptual transformation, metacognitive development), social mechanisms (social identity construction, cultivation of collaborative skills) and affective mechanisms (learning motivation, self-efficacy) through which interaction design promotes student development. Building on this, the paper further proposes four typical models: problem-based interactive design, role-playing interactive design, project-based collaborative interactive design, and technology-enhanced interactive design, and analyses their respective core contributions to student development.