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This study focuses on constructing a digital literacy development model for Chinese primary school student. The research have three specific objectives: First, to analyze the needs of digital literacy for Chinese primary school student. Second, to construct a digital literacy development model for Chinese primary school student. Third, to validate this model. The research method for Objective 1 adopts the literature survey method, and uses the findings to design an interview form, investigates the opinions and suggestions of 21 interviewees, and consults 5 experts for confirmation. Objective 2 uses the Delphi method combined with feedback from 21 experts to establish a graphical model, and Objective 3 involves 9 experts evaluating the model according to the CIPP evaluation principle.
The results revealed that:
The primary challenges in cultivating digital literacy among Chinese primary school student include deficiencies in technical skills, information search and evaluation, digital creativity, digital ethics and social responsibility, and digital security awareness. Opportunities exist in interdisciplinary integration, practical skills, innovative teaching methods, and data literacy and safety education. The eight key influencing factors: Holistic Curriculum, Cross-disciplinary Design, Diverse Methods, Personalized Experience, Cultivate Thinking, Resource Protection, Teacher Development, and
Collaborative Participation—are essential in creating a supportive environment for
enhancing these fundamental elements.
The Digital Literacy Development Model emphasizes the dynamic interaction between fundamental elements and key influencing factors, ensuring comprehensive digital literacy development. Each fundamental element strengthens the core digital literacy, which, in turn, reinforces the fundamental components. Experts unanimously validated the model's effectiveness and feasibility, confirming that it meets the diverse needs of Chinese primary school student and
provides a structured framework for enhancing their digital literacy.
Keywords: Digital Literacy Development Model, Digital Literacy of Primary School student, Chinese Primary School student
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The aim of this research is to investigate and assess the mobile interaction
mode (MIT) in order to enhance instructional interaction and learners' learning. The objectives of this study were realized through three different research phases. In the first phase, 120 teachers engaged in ideological and political education in 8 universities and colleges in Guangxi were selected as a sample using convenience sampling technique to find out their views on mobile interactive teaching through a questionnaire survey.
In the second phase of the study, a mobile interactive teaching model was
constructed on basis of literature analysis, and the final model was determined
through two rounds of Delphi method expert consultation. Subsequently, five
lessons were designed around the model and 15 ideological and political teachers from randomly selected N universities were invited to apply the model for a monthlong teaching practice
In the third phase, a quality test form was used to test the teaching quality
of teachers who used and did not use the MIT model to analyze the differences in teaching effectiveness. The results found that, compared to the comparison group that did not use the mobile interactive teaching model, the experimental group's performance on each teaching dimensions increased significantly: “Student academic performance" increased from approximately 4.03 to about 4.27. “Student engagement” rose from approximately 3.75 to about 4.52. “Level of knowledge acquisition” went up from approximately 4.1 to about 4.45. “Student satisfaction” moved from approximately 3.98 to about 4.37. “Classroom atmosphere” improved
from approximately 3.73 to about 4.53. “Course coverage” advanced from
approximately 4.15 to about 4.35. “Student self-confidence” increased from
approximately 4.28 to about 4.43. Thus, it can be proved that the teaching model can effectively improve the quality of teaching.
Keywords: Ideological and Political Courses in Colleges and Universities;
Mobile Interactive Teaching (MIT) model
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The purposes of this research are 1) to analyze the current challenges of
modern apprenticeship model in vocational e-commerce education in China, 2) to develop an optimized modern apprenticeship model for e-commerce major in Chinese vocational colleges, 3)to implement, assess, and recalibrate the designed modern apprenticeship model for e-commerce programs in Chinese vocational colleges, 4) to create an teacher's guide on "Implementing an Effective modern apprenticeship model in Chinese Vocational E-commerce Education. The sample consists of 21 experts in China who have a good education background in the field of painting design. Research
tools include: 1) questionnaires, 2) structured interviews, and 3) evaluation forms. Data obtained will be statistically analyzed using methods such as median, quartiles, standard deviation, etc.
The results were found that 1) modern apprenticeships enhance vocational
education quality and employability in China. 2) current curricula lag behind market needs, lacking practical and personalized training. 3) assessment systems are inconsistent and lack practical skill evaluation. 4) limited enterprise participation due to insufficient incentives and cooperation depth. 5) the optimized model addresses curriculum, support, quality, and technological integration. 6) continuous feedback ensures updated course content and improved enterprise involvement. 7) a comprehensive teacher's guide is crucial for successful apprenticeship implementation.
Keywords: Modern Apprenticeship model, Vocational Education, E-commerce
Specializations
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The title of this research is digital literacy evaluation model development for
tourism management of undergraduate students. The purposes of this research are: 1) to extract the components of digital literacy of tourism management of undergraduate students, 2 ) to develop a Digital Literacy Evaluation (DLE) model for tourism management of undergraduate students, and 3 ) to verify the Digital Literacy Evaluation (DLE) model for tourism management of undergraduate students. The sample for this research includes 1,308 tourism management of undergraduate students in China, 21 teachers from 12 universities, 70 tourism management of undergraduate students at Leshan Normal University. The main research instruments include questionnaire, statistical software, DEL model, Microsoft excel, Super Decisions, training program, test paper, etc. The statistic to analyze the data were percentage, average value, and standard deviation.
The results were found that. 1) The overall level of digital literacy of tourism
management of undergraduate students is not high and needs to be further improved. In terms of the difference in digital literacy levels, Students in the eastern region are higher than those in the western region. Students in the upper grades are taller than those in the lower grades. Boys are higher than girls. 2) The digital literacy of tourism management of undergraduate students includes first-level components such as digital awareness, digital knowledge, digital ability and digital responsibility, and 15 second level components. 3) The weights of the first-level components are digital ability (0.570), digital knowledge (0.215), digital awareness (0.161), digital responsibility (0.054).
In terms of the weight of the second-level components, the top three are digital innovation and entrepreneurship (0.116), professional problem-solving (0.105), and digital security (0.091). The last three are digital willingness (0.016), digital determination (0.028), and digital understanding (0.033).
Keywords: Digital literacy evaluation model, Tourism management of
undergraduate students
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The purposes of this research were 1) To improve achievement of Chinese
reading course using meaningful verbal learning and 2) To compare student’s
achievement of Chinese reading course between before and after the implementation base on meaningful verbal learning. The sample group were 30 fifth-grade primary school students with 1 class from Yantai Oriental Foreign Language Experimental School, Shandong City, China, those who obtained through the cluster random sampling. The research instruments involved 1) lesson plans according to the meaningful verbal learning theoryand 2) Chinese reading test. The data was statistically analyzed by mean, standard deviation, and t-test for dependent samples.
The results were found that:
1) The improvement achievement of Chinese reading course using meaningful
verbal learning, the researcher developed 3 lesson plans base on meaningful verbal learning by studied the documents and research related from many researchers then synthesized into 5 steps: 1) Attention 2) Transformation3) Evaluation 4) Application and 5) Summary. After students have learned according to the lesson plans: 1) Short story,
2) Narrative, and 3) Ancient poetry base on meaningful verbal learning theory. The result showed that, students’ achievement of Chinese reading course the average score after learning was 21.90 which was higher than the average score before learning was 15.17.
2)The comparison of students' achievement of Chinese reading score before
and after the implementation base on meaningful verbal learning of primary school students. The results showed overall that, students’ achievement of Chinese reading course after learning higher than before learning statistically significant at the level .01.
Keywords: Achievement of Chinese reading, Meaningful verbal learning,
Primary school students
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The purpose of this research was 1) to improve Chinese tradition dance skill using project teaching for undergraduate students 2) to compare students’ Chinese traditional dance skill between before and after the implementation base on using project teaching. There were 33 students in the second-year for undergraduate students of the Chongqing Media College, Chongqing City, China, in the second semester of the academic year 2023. those who obtained through the cluster random sampling. The research instruments involved Through practical testing 1) used as a guide for developing a learning program
through learning objectives, content, guidelines for organizing measurement and assessment of learning activities, and teacher guidance. In addition, studied of concepts, theories related to the theory from documents, textbooks, and related research to create a learning management plan. 2) Practical testing. The data was statistically analyzed by mean, standard deviation, and t-test for dependent samples.
The results were found that:
1. The improvement Chinese tradition dance skill using project teaching for
undergraduate students, the researcher studied the documents and related research about project teaching from many researchers and synthesized into 4 steps used for lesson plans development: 1) Determine the project, 2) Implementing the project, 3) Show case, and 4) Summary and Evaluation. The data analysis was assessment of the quality of the lesson plan according to project teaching by 3 experts, and the results are shown overall that, the
suitability of the research objectives has the most suitable. After student have learned according to the lesson plans 1) Tibetan Dance; 2) Dai Dance; and 3) Northeast Yangko Dance, the result showed that, students’ Chinese Traditional Dance Skill the average score after learning was 127.33 which was higher than the average score before learning was 93.96.
2. The comparison of students’ Chinese Traditional Dance Skill between before
and after learning using project teaching of undergraduate students. The results showed overall that, students’ Chinese Traditional Dance Skill after learning higher than before learning statistically significant at the level .01.
Keywords: Chinese Traditional Dance Skill, Project Teaching, Undergraduate
Students
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ศาลเจ้าพ่อฉางเกลือ ในย่านวังหลัง ซึ่งเป็นศูนย์รวมจิตใจของชาวบ้านพรานนก มีประวัติว่าเจ้าพ่อฉางเกลือเกี่ยวข้องกับสมเด็จพระเจ้าตากสินมหาราชที่สร้างฉางเกลือเพื่อใช้ในราชการสงคราม ปัจจุบันผู้คนมาสักการะขอพรด้านสุขภาพ
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The objectives of this research were: 1) to study the current situation of sustainable professional competences for university lecturers in the digital era, Sichuan Province; 2) to provide strategies for improving sustainable professional competences for university lecturers in the digital era, Sichuan Province; 3) to evaluate the adaptability and feasibility of these strategies. The sample group of this research comprised 377 university lecturers in Sichuan Province, selected by systematic and simple random sampling. The interview group included 10 experts from representative universities in Sichuan Province. Experts who evaluated the adaptability and feasibility of the strategies consisted of high-level administrators from each representative university, totaling 7 people.
The sample group consisted of 377 university lecturers from ten universities in
Sichuan Province, selected using systematic and simple random sampling methods. Data
were collected through questionnaires, structured interviews with ten experts, and
evaluations by seven high-level administrators. The research instruments included a
questionnaire to gather quantitative data on lecturers' competences, structured
interviews to gather qualitative insights from experts, and evaluation forms to assess the feasibility of the proposed strategies.
The findings revealed that while the overall level of sustainable professional
competences was high, there was significant variation across different aspects. Subject
knowledge was the highest-rated competence, while sustainable learning showed the
greatest need for improvement. The study developed 26 strategies for improving
professional competences, including seven for subject knowledge, five for teaching
ability, eight for digital skills, and six for sustainable learning. The evaluation of these
strategies demonstrated that they were highly adaptable and feasible.
The research recommends that the Education Department implement policies
supporting continuous professional development, that universities integrate the
strategies into institutional policies to encourage interdisciplinary collaboration, that
society supports universities by providing opportunities for real-world learning, and that lecturers actively seek opportunities to improve their competences through continuous learning and self-assessment.
Keywords: Sustainable Professional Competences, University Lecturers, Digital
Era, Sichuan Province, Strategies to promote
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The research objectives were: 1) to investigate the current situation and
effectiveness of the intangible cultural heritage curriculum and students’ conservative mind, 2) to develop Guangxi intangible cultural heritage curriculum based on Schwab’s practical curriculum theory to enhance the college students’ conservative mind, 3) to assess the efficiency of Guangxi intangible cultural heritage curriculum based on Schwab’s practical curriculum theory through comparing the college students ’conservative mind before and after the implementation of curriculum. The sample group were 1) The population groups for this study are 200 fresh students of art design major in Guangxi University of Science and Technology.; 2) 90 students who participated in a questionnaire survey; 3) 30 students who participated in a quasi-experimental study. This research instruments includes 1) the Guangxi intangible cultural heritage conservative mind Questionnaire for college students; 2) the Guangxi Intangible Cultural Heritage Curriculum lesson plan; 3) the Conservative Mind Scale for college Students. Research data be collected were analyzed by statistical measures such as percentage, mean, standard deviation, t-test values, and p-values.
The results of this study are as follows:
1. College students' conservative mind is at high level (X-Bar=4.12), in the three dimensions of conservative mind, “Attitudes towards the safeguarding of Guangxi intangible cultural heritage” is the lowest rank.
2. Based on Schwab’s practical curriculum theory, 30 lessons of Guangxi
intangible cultural heritage curriculum in class hours are developed.
3. After taking part in the 30 lessons course, the conservative mind of the
students was significantly improved (t=28.13, Sig.=000). At the same time, the three dimensions of conservative mind including knowledge, attitudes, acts have been improved.
Keywords: Guangxi Intangible Cultural Heritage Curriculum; Conservative Mind; Schwab’s Practical Curriculum Theory
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The research objectives were: 1) to investigate the current situation and
effectiveness of college students’ body and mind harmonious development, 2) to develop aesthetic education curriculum based on activity theory to promote college students’ body and mind harmonious development, 3) to assess the aesthetic education curriculum based on activity theory through comparing to the college students’ body and mind harmonious before and after the implementation of curriculum. the population of this study was 300 freshman students majoring in art and design in 2023 at Guangxi University of Science and Technology. the samples are 170 freshman students participated in a survey on the status of body and mind harmonious development of university students and 30 freshman students participated in the pilot study. this research tool were questionnaires on the current status of body and mind harmonious development of college students and Body and Mind Harmonious Development Scale. the statistic used were frequency, percentage, mean, standard deviation, and t-test for dependent sample.
The results of this study were as follows:1) the current situation and
effectiveness of college students’ body and mind harmonious of respondents were in high level, considering each item separately, it was found that, “Physical health” was the highest rank, followed by “Value of life” “Aesthetic ability”, “Social adaptation”, “Psycho emotional” respectively, 2) the goal of the aesthetic education curriculum based on activity theory to promote college students’ body and mind harmonious development was to improve the body and mind harmonious development of freshmen students. The curriculum consisted of five units, totaling 24 hours of "The aesthetic education curriculum based on activity theory to promote college students’
body and mind harmonious development" were offered. 3) after attending the 24-hour course, there was a significant increase in the development of body and mind harmonious development of students (t = 6.43). sig. = 0.00). at the same time, the five dimensions of value of life, aesthetic ability, physical health, social adaptation, and psycho-emotional were also improved.
Keywords: Immersive learning; Tour guide oral communication; Virtual reality
environment; PIE teaching model.
