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Purpose: This study aimed to examine the mechanisms influencing metacognitive awareness among nursing students, encompassing educational environment, learning motivation, emotional intelligence, and self-directed learning ability. These findings could be a theoretical reference for formulating metacognitive awareness intervention strategies specifically designed for nursing students. Method: Through stratified sampling, 600 nursing students were recruited from two universities in China. Data collection involved five self-report instruments: the Metacognitive Awareness Inventory, Medical Education Environment Evaluation Scale, Learning Motivation Scale, Emotional Intelligence Scale, and Self-Directed Learning Ability Scale. Confirmatory factor analysis was utilized to test the measurement model, while structural equation modeling utilized multiple indices to assess model fit. Bootstrapping was conducted to analyze total, direct, and indirect effects. Results: All study variables differed significantly according to age and year level (p < 0.01). Metacognitive awareness positively correlated with the educational environment, learning motivation, emotional intelligence, and self-directed learning ability (r = 0.493–0.729; all p < 0.01). The test of the measurement model shows good reliability and validity. The model depicting factors influencing metacognitive awareness demonstrated a good fit (χ2/df = 2.42, SRMR = 0.048, RMSEA = 0.049, CFI = 0.947, IFI = 0.935). Path analyses revealed that educational environment (EE), learning motivation (LM), and emotional intelligence (EI) directly impacted self-directed learning ability (SDLA) (βEE = 0.189, βLM = 0.436; βEI = 0.215; all p < 0.05). Moreover, educational environment and self-directed learning ability directly influenced metacognitive awareness (βEE = 0.224, βSDLA = 0.520; all p < 0.05). Lastly, the educational environment, learning motivation, and emotional intelligence influenced metacognitive awareness by self-directed learning ability. Conclusion: Metacognitive awareness in nursing students rises with age and year level. Females exhibit more potent self-directed learning abilities than males. Educational environment, motivation, and emotional intelligence indirectly influence metacognitive awareness via self-directed learning ability. This finding has enriched the ways and perspectives of metacognitive awareness training for nursing students. Highlights: This study profoundly explores the characteristics and interconnections between metacognitive awareness, self-directed learning ability, educational environment, emotional intelligence, and learning motivation in undergraduate nursing students in China. By examining the role of self-directed learning ability as a mediator, the research offers theoretical and practical insights that could guide the design of intervention strategies to enhance metacognitive awareness in nursing education. [ABSTRACT FROM AUTHOR]

A growing number of international doctoral students choose to study in China, a non-traditional learning destination. However, relatively few studies have investigated these students' academic writing practices while undertaking their studies in China. This study draws upon Bourdieu's concepts of field, habitus, and capital, and the notion of global-national-local imbrications, to explore 20 international doctoral students' language-engagement experiences in a Chinese university. Our analysis found that English and Chinese co-exist to varying and sometimes shifting degrees in doctoral students' academic writing practices. As a result, some students potentially developed a hybrid, 'in-between', cosmopolitan habitus. Notably, however, other students felt disempowered in the Chinese HE 'sub-field', with its unique logics of practice. Students' experiences indicate that multifarious language practices potentially create a heavily hybridised 'sub-field' characterised by a multitude of imbricating global, national, and local influences, and highlight the need to ensure that the language of instruction is indeed oriented to student learning – a language for learning. [ABSTRACT FROM AUTHOR]

Data-driven prospectivity modeling based on deep learning, particularly supervised learning, has demonstrated outstanding performance for mineral exploration targeting in the past years, thanks to its powerful feature learning ability. However, this approach necessitates a substantial amount of large, high-quality labeled training data, and the scarcity of known mineral deposits poses significant challenges in constructing a high-performance mineral prospectivity prediction model. Self-supervised contrastive learning can alleviate this problem by exploiting large amounts of readily available unlabeled data. In this study, we utilized geochemical element data from the Malanyu district to train a self-supervised contrastive learning model. This model was then employed to predict gold mineral prospectivity, and its accuracy was compared with supervised learning method. The results show that the self-supervised contrastive learning model has higher performance in prospectivity prediction than the supervised learning model and its recognition accuracy reaches 100.00%, which is 7.41% higher than that of the supervised learning model ResNet50 and 14.81% higher than that of the supervised learning model MobileNetV2. At the same time, the prediction results of gold prospecting have a strong consistency with the known gold deposits in this district. This study demonstrates the feasibility of applying the self-supervised comparative learning model to the prediction of gold prospects, and it is of great significance to realize intelligent prediction of mineral resources. Article Highlights: A self-supervised contrastive learning model is proposed for predicting gold prospectivity. The model can learn valuable feature representations from a large amount of readily available unlabeled geochemical data. Compared to the supervised learning method, the proposed model not only reduces reliance on the number of known deposits but also achieves higher accuracy. [ABSTRACT FROM AUTHOR]

Background: Nurses' nursing competence and nutritional care literacy directly affect patients' health and safety. Self-directed learning ability was pervasive throughout the entire work process of nursing work and was the basis for improving both. However, there are few studies has explored the mechanism from the perspective of nutritional care literacy. The purpose of this study was to analyze the relationship between self-directed learning ability and nursing competence, and to explore the mediating role of nutritional care literacy between self-directed learning and nursing competence among clinical nurses in China. Methods: A cross-sectional survey was conducted among 805 clinical nurses recruited from seven general hospitals in Hunan Province, China, between January 25 and March 6, 2022. The self-directed learning ability, nutritional care literacy and nursing competence of nurses were evaluated through investigation. A total of 799 questionnaires were received, resulting in an response rate of 99.25%.We performed an intermediary modeling to examine the mediating roles of nutritional care literacy on the relationship between self-directed learning ability and nursing competence in clinical nurses. Results: Self-directed learning ability was positively correlated with nutritional care literacy (r=0.792, P<0.001) and nursing competence (r=0.696, P<0.001). Nutritional care literacy was positively correlated with nursing competence (r=0.658, P<0.001). Nutritional care literacy mediated the relationship between self-directed learning ability and nursing competence. The mediating effect accounted for 32.48% of the total effect and 48.10% of the direct effect. Conclusions: This study confirmed the positive correlation between self-directed learning ability, nutritional care literacy, and nursing competence. Nutritional care literacy played a mediating role in the relationship between self-directed learning ability and nursing competence. The findings not only provide a novel strategy for cultivating nursing professionals and improving nurse disease care abilities, but also offer a new perspective for nursing educators and managers. [ABSTRACT FROM AUTHOR]

Background: Self-directed learning ability is crucial for lifelong learning. The inadequate self-directed learning ability of nursing students in China may be due to their deficiency in self-management or learning initiative. Objective: To explore the effect of online learning platform (Tronclass) combined with team-based learning on nursing students' self-directed learning and academic performance. Design: Pretest-posttest design. Participants: From March to July 2023, 69 undergraduate third-year nursing students from a university in Hunan Province were selected through a whole-group sampling method. Methods: This study used Tronclass to carry out team-based learning in the teaching process of pediatric nursing courses. It compared the self-directed learning ability nursing students before and after courses, and juxtaposed their academic performance with those of their counterparts who graduated in previous years. Results: When comparing compare motivation, self-management, teamwork and information literacy, which are four subscale aspects of the self-directed Learning Ability Scale, the post-survey scores for these four dimensions are greater than the pre-survey results. The results of the study showed a statistically significant difference (P < 0.05), in the students who engaged in Tronclass combined with team-based learning. Specifically, these students received higher midterm and final grades than to those who had already graduated and did not participate in these activities. (P < 0.05). Conclusion: Combining Tronclass with team-based learning enhances nursing students' ability to engage in self-directed learning and improves their performance in midterms and finals, thereby fostering the development of comprehensive competence. [ABSTRACT FROM AUTHOR]

Against the background of the new phase of urban-rural integration and development in China, the importance of the translocal mindset has been increasingly highlighted. It has also been found that factors such as urban-rural factor flow, structural adjustment, and functional transformation have a series of effects on household livelihood resilience. Therefore, identifying rural-urban translocal household livelihood resilience characteristics and exploring the rural-urban population impact influx on rural household livelihood resilience are important guidelines for the formulation and implementation of policies related to new urbanization, regional agriculture, and rural areas. This study conducted in-depth field research in six villages spanning four counties and districts in Lishui City to identify the key characteristics of translocal households. It constructed an indicator system encompassing buffering capacity, self-organization, and learning ability, employed advanced mathematical methods such as the entropy method, comprehensive index method, and structural equation modeling to quantitatively measure the livelihood resilience of translocal families, and analyzed the characteristics of different types of translocal households' livelihood resilience in different regions and the influencing factors of translocal households' livelihood resilience in the context of population mobility. In addition, this study examined the most recent and pre-eminent scholarly works, profoundly incorporating their insights. This approach not only enhances the theoretical lens for examining the resilience of urban-rural cross-regional household livelihoods, but also provides a rigorous scientific basis for policy formulation. These authoritative references, characterized by their theoretical sophistication and empirical robustness, serve as a crucial source of inspiration and validation for this research, thereby assuming paramount significance in guiding the advancement of new urbanization and urban-rural integration. Based on the aforementioned study background, research methodology, and cited authoritative literature, this study drew the following conclusions: 1) Urban cross-locality significantly enhances the resilience level of rural families with poor transportation conditions and average economic development. However, for rural areas with better overall development, the impact of such rural-urban population migration is limited. The overall level of livelihood resilience of rural-urban cross-regional families in Lishui is moderate, with a mean score of 0.304, which is significantly higher than the mean value of 0.245 for non-cross-regional rural families. This difference is mainly reflected in the learning abilities of the family members. 2) The key to rural-urban cross-locality migration lies in the information flow transmitted by family members after migration. This greatly enhances the knowledge and information environment of the family, further increasing their livelihood resilience by optimizing their learning ability. The improvement in the information environment obtained through population migration has a greater impact on the family livelihood resilience level than capital flow, whereas material flow has no significant impact. 3) In addition to information flow, factors such as "proportion of migrant workers," "education level of migrant workers, " "occupational stability of migrant workers, " "number of vocational training times for migrant workers," and "income proportion of migrant workers" are also key factors affecting the livelihood resilience of cross-locality families. 4) The impact of population flow characteristics on resilience is the most significant, followed by information flow characteristics; furthermore, capital flow's impact is relatively low. However, there is no significant correlation between material flow characteristics and level of resilience of cross-regional family livelihoods. Besides strengthening their own capabilities, migrant workers conveying ideas and information about new technologies in the city to rural families is also an important factor improving the level of resilience in family livelihoods. [ABSTRACT FROM AUTHOR]

Aims and Objectives: This study aimed to investigate the current status of the core competencies and self‐directed learning ability of diabetes specialist nurses and to explore the relationship between these core competencies and their self‐directed learning ability. Design: A cross‐sectional survey design was used. Methods: This cross‐sectional study was conducted via a web‐based questionnaire platform in China from January 14 to April 24, 2023. The survey included a general information questionnaire, a diabetes specialist nurses' core competencies self‐assessment scale, and a nursing staff's self‐directed learning ability evaluation scale. The data was collected online. Descriptive, correlation and multiple linear regression analyses were conducted using SPSS 26.0 software. Results: 118 diabetes specialist nurses from 11 cities participated in this study. A positive correlation was observed between the core competencies of diabetes specialist nurses and their self‐directed learning ability. The characteristics affecting the core competencies of diabetes specialist nurses included age, participation in external learning and communication and self‐directed learning. Conclusions: The training of diabetes specialist nurses can focus on core competencies, and the ability to self‐direct learning can be used as an entry point to customize feasible theoretical and practical courses. The training system can further improve diabetes specialist nurses' core competencies and self‐directed learning abilities. Relevance to Clinical Practice: A reference can be established that nursing managers and nursing educators can use to develop training programs for specialist nurses by validating the link between their core competencies and self‐directed learning skills. Patient or Public Contribution: Participants were involved solely in the data collection process. No participant contributions were required for the study's design, outcome measurement or implementation. [ABSTRACT FROM AUTHOR]

Background: As an important medical personnel training system in China, standardized residency training plays an important role in enriching residents' clinical experience, improving their ability to communicate with patients and their clinical expertise. The difficulty of teaching neurology lies in the fact that there are many types of diseases, complicated conditions, and strong specialisation, which puts higher requirements on residents' independent learning ability, the cultivation of critical thinking, and the learning effect. Based on the concept of ADDIE (Analysis-Design-Development-Implementation-Evaluation), this study combines the theory and clinical practice of flipped classroom teaching method to evaluate the teaching effect, so as to provide a basis and reference for the implementation of flipped classroom in the future of neurology residency training teaching. Methods: The participants of the study were 90 neurology residents in standardised training in our hospital in the classes of 2019 and 2020. A total of 90 residents were divided into a control group and an observation group of 45 cases each using the random number table method. The control group used traditional teaching methods, including problem based learning (PBL), case-based learning (CBL), and lecture-based learning (LBL). The observation group adopted the flipped classroom teaching method based on the ADDIE teaching concept. A unified assessment of the learning outcomes of the residents was conducted before they left the department in the fourth week, including the assessment of theoretical and skill knowledge, the assessment of independent learning ability, the assessment of critical thinking ability, and the assessment of clinical practice ability. Finally, the overall quality of teaching was assessed. Results: The theoretical and clinical skills assessment scores achieved by the observation group were significantly higher than those of the control group, and the results were statistically significant (P < 0.001). The scores of independent learning ability and critical thinking ability of the observation group were better than those of the control group, showing statistically significant differences (P < 0.001). The observation group was better than the control group in all indicators in terms of Mini-Cex score (P < 0.05). In addition, the observation group had better teaching quality compared to the control group (P < 0.001). Conclusion: Based on the concept of ADDIE combined with flipped classroom teaching method can effectively improve the teaching effect of standardized training of neurology residents, and had a positive effect on the improvement of residents' autonomous learning ability, critical thinking ability, theoretical knowledge and clinical comprehensive ability. [ABSTRACT FROM AUTHOR]

This study focuses on the online learning abilities of university students, a crucial skill in today's digital age. This research collected data from students (n = 945) from China with a questionnaire of 40 questions in two scales. The researchers made factor analyses concerning university students' online learning ability, which included 19 Likert scale questions, and the influencing factors on online learning ability, which had 15 Likert scale questions. The former analysis yielded two factors that explained the students' online learning ability: students' ability in self-regulation and innovation; and ability in technology control, and information processing. The latter yielded two factors influencing the students' online learning ability: using learning resources; external support. Comparative analyses were also made, with results showing that the independent variables of gender, educational level, major, and family economic situation significantly influenced certain variables. [ABSTRACT FROM AUTHOR]

This paper aims to develop a new model of Project-Based Instructional Taxonomy (PBIT) that provides a tool of course design that facilitates Computational Thinking (CT) development as creative action in solving real-life problems. Theoretically, PBIT is built on an integrative framework bringing together with studies on CT education, creativity, Bloom's Taxonomy, and Project-Based Instruction (PBI). This guides the course design to make alignment between diverse elements including education objectives, categories of CT, levels of learning ability, process of project facilitation, and methods of grading. A case will be discussed that focuses on a course Deep Learning and Technologies in AI bachelor program at Northeastern University (NEU) in China. It also shows how PBIT is applied in teaching practice that benefits students' CT development. As the conclusion indicates, this paper has contributions to future research on creativity, PBI, CT, and AI education. [ABSTRACT FROM AUTHOR]

In the past decade, China has entered the process of universalization of higher education, however, with the popularization of higher education, the issue of education quality has become more important than ever. Therefore, the main objective of this study was to explore the relationship between learning motivation and learning effectiveness, the mediation effect of learning engagement on learning motivation and learning effectiveness, and the moderation effect of students' personality traits on the relationship between learning motivation and learning effectiveness. It was found that (1) Learning motivation had a significant positive impact on learning effectiveness; (2) Learning motivation had a significant positive effect on learning engagement; (3) Learning engagement had a significant positive impact on learning effectiveness; (4) Learning engagement had a partial mediation effect on learning motivation and learning effectiveness. (5) Personality traits had a moderation effect on the relationship between learning motivation and learning effectiveness. It was suggested that college students should stimulate their motivation for independent learning, enhance their motivation for learning, and cultivate the ability to learn independently in learning. At the same time, in the classroom, teachers should innovate teaching methods, mobilize students' interest in learning, and cultivate students' initiative. In addition, schools should actively carry out themed lectures to cultivate students' correct learning attitudes. In terms of the influence of personality traits on the relationship between learning motivation and learning effectiveness should not be ignored, and appropriate attention should be paid to improving learning effectiveness. Different personality traits should be further explored. [ABSTRACT FROM AUTHOR]

Background: Universities have widely switched from traditional face-to-face classes to online instruction as a result of the epidemic. Self-directed learning is becoming the new norm for university students' learning styles. The ability of health professions students to learn independently during online study directly impacts the effectiveness of online medical education. The ability to learn on their own initiative may be affected by health professions students' professional identities, defined as their positive perceptions, evaluations, emotional experiences, and identity as professionals related to medicine. This study aimed to look into the current status and the factors that influence health professions students' self-directed learning ability (SDLA) during online study and its relationship with professional identity. Methods: This study was conducted from September to November 2022 at a medical school in East China. An online questionnaire was used to collect participants' status of online learning, self-directed learning ability (SDLA), and professional identity. Results: One thousand two hundred ninety-eight health professions students demonstrated intermediate self-directed learning ability during online study. In terms of teacher-student interaction (F = 14.778, P < 0.001), student–student interaction (F = 15.713, P < 0.001), and learning concentration (F = 13.424, P < 0.001), there were significant differences in health professions students' self-directed learning ability. Professional identity and self-directed learning ability positively correlated (r = 0.589–0.802, P < 0.01). Academic atmosphere and professional identity were significant predictors. Conclusions: The self-directed learning ability of health professions students while receiving instruction online is at an intermediate level and is influenced by several factors. Developing health professions students' professional identities can enhance their ability for self-directed learning. [ABSTRACT FROM AUTHOR]

The aim of this study is to improve the adaptive learning skills outcomes of undergraduate students in bachelor's degree by designing a compulsory interest-driven creator (IDC)-based English course in blended setting. A total of 210 Chinese college students participated in a quasi-experimental intervention. The research was conducted for 16 lessons over 16 weeks at a private college in China. The performance of the experimental group (EG) and the control group (CG) was assessed by adaptive learning skills survey as a pre-test and a post-test to investigate proficiency. The results in EG showed a better outcome on the test than the CG. The result is especially worth implementing since its main components are the formation of individuals' adaptive learning skills and ability to master specific learning outcomes. Therefore, the value of the IDC courses in higher education based on a blended setting augmented the effectiveness of learning outcomes with flexible and dynamic adaptive learning skills. [ABSTRACT FROM AUTHOR]

Nowadays, augmented reality (AR) is becoming more and more prevalent and used in many fields, including education. Previous studies have reported the positive effect of AR to advocate the use of AR in the classroom. However, it is unclear whether such a positive effect can be reported for any student. In this study, we recruited students from a Chinese vocational college. Due to the peculiar conditions in China, students in vocational colleges may have weaker learning abilities and worse academic performance than students in research universities. Furthermore, the sex and grade of students were considered. We conducted a three-stage experiment for the PPT-based group and the AR-based group separately. We taught the students the orthographic projection, a lesson from the Engineering Drawing course, which is widely learned by students who majored in architecture. The students' academic performances were rated prior to class, right after class, and 1-week after class, through a direct examination at three stages. We found the inefficiency of AR for students in vocational colleges. The interaction effect between sex and grade of students was also reported. Students undergoing AR-based teaching could not perform better or even worse than students undergoing PPT-based teaching. We recommended that the teachers should consider whether to use AR in the classroom based on the characteristics of students. [ABSTRACT FROM AUTHOR]

Regarding the diversified reform of school education, cultivating students' abilities is the primary task of the teaching trend. To enhance students' learning effectiveness and have them present self-directed learning and lifelong learning skills, teachers should appropriately apply strategies to guide students' selfdirected learning. In this case, the role of teachers should be changed from major instructors to leaders of students' self-directed learning. Dance-major college students in China are selected as the research objects. Total 142 valid samples are preceded the 16-week experimental teaching (total 32 sessions) with open teaching model for a term. The research results show that 1.students, through open teaching could achieve diversified effect on learning topics, 2.open teaching also induce dance-major college students' inquiry skills and interests in thinking in the process with open learning strategies, and 3. teachers using open-ended questions, through problem-posing activities, could more deeply understand the correctness of dance-major college students applying connections to problems in knowledge and reality. According to the results to propose discussions and suggestions, it is expected to understand students' learning progress, according to the lessons with open teaching model, to have students' present problem-finding & problem-solving skills and promote students' learning effectiveness for the reference for promoting open teaching model in the future. [ABSTRACT FROM AUTHOR]

The purpose of this study was to investigate the influence of interaction quality and information quality of intelligent learning tools on students' satisfaction and intention to use these tools, as well as to examine the relationship between the intention to use intelligent learning tools and students' independent learning abilities. The study utilized Smart-PLS 3, a Partial Least Squares Structural Equation Modeling (PLS-SEM), to analyze data collected from 384 Grade 6 students in China. The results of the study showed that (a) intention to use intelligent learning tools had a significant and direct impact on students' independent learning abilities; (b) interaction quality did not have a significant impact on intention to use, but information quality and satisfaction with the tools did have an impact on intention to use; (c) interaction quality and information quality indirectly influenced intention to use through students' satisfaction with the tools. Furthermore, this research provided valuable recommendations for improving the interaction quality and information quality of intelligent learning tools, which can ultimately enhance students' independent learning abilities. [ABSTRACT FROM AUTHOR]

This study is contextualized onto three levels- the macro-level globalized context, the meso-level national context, and the micro-level of school contexts. Under the influence of these different contexts, this study is designed as a phenomenological study with the aim to understand the phenomenon of English learning and using perceptions, investment, and identity constructions of ten English major students in China through semi-structured interviews. In order to fulfill that goal, Darvin and Norton (2015)'s model provides a solid theoretical foundation for the researcher to investigate this critical educational phenomenon. The findings of the study include not only how participants reflect on their English learning experiences at different learning stages, but also how they exert their sense of agency and re-construct their English language identity in new environment. Findings also show the power of native English as a form of capital and the influence of authoritative voices on students' perceptions and language identity while students enter and transfer their English learning to teaching trajectories. By providing a critical and multi-layered approach, this study demonstrates how Chinese educational system institutionalizes native English and thus shapes English major students in China. [ABSTRACT FROM AUTHOR]

Intelligent terminal equipment is becoming extremely popular, and online learning has been increasingly accepted by people. In this context, it is particularly important to consider the ways of activating students' interest in learning, improving their learning efficiency, and perception of network learning, as well as whether they can meet the requirements of the curriculum. The participants of this study are university students from China's Fujian Province. According to the findings, it is suggested to improve the hybrid teaching resources, help teachers establish a correct outlook on learning, and improve their online learning management abilities. [ABSTRACT FROM AUTHOR]

The learning adaptability of international students is pivotal to the success of sustainable international higher education development. The purpose of this study was to explore what factors affect the learning adaptability of international students in China through structural equation modelling and mediation analysis. The data collected through a questionnaire from the overseas students were analysed, and the reliability and validity were also tested. The findings show that the influencing factors that affect learning adaptability of international students in China comprise seven variables: learning attitude, motivation to study abroad, learning ability, language proficiency, learning environment, teaching management and social relations. In addition, when language proficiency is used as the mediating variable, the motivation to study abroad has a significant positive impact on learning attitudes, with an influence coefficient of 0.185 and an effect proportion of 35%, which is a partial mediator. When social relationships are used as the mediating variable, study abroad motivation has a significant positive impact on learning attitude, with an influence coefficient of 0.058, which is completely mediating. [ABSTRACT FROM AUTHOR]

Introduction: Universities, as typical knowledge-based organizations, engage in various knowledge management activities, including knowledge acquisition, storage, application, and innovation. This research focuses on applying organizational knowledge management principles to college student groups in universities, aiming to explore the current state of knowledge-sharing behaviors within these groups and investigate the relationship between group performance, individual social status, and knowledge-sharing behaviors. Methods: A sample of 497 college students from six universities in China was randomly selected, and an econometric analysis using structural equation modeling was conducted with SPSS21.0 and AMOS21.0 to examine their knowledge-sharing behaviors, individual social status, and group performance. Results: The findings reveal that individual knowledge-sharing behavior significantly influences the knowledge sharing behavior of others and the recognition received by the sharer. Moreover, the knowledge-sharing behavior of others positively contributes to group performance, while recognition from others enhances the social status of the sharer. Furthermore, the knowledge-sharing behaviors of others mediate the relationship between individual knowledge-sharing behaviors and group performance, while others' recognition of the sharer mediates the relationship between individual knowledge-sharing behaviors and the sharer's social status. This study provides valuable theoretical guidance for organizational knowledge management and the development of college students' learning abilities, establishing a crucial foundation for comprehensive, scientific, and standardized student management. Conclusion: Overall, this research contributes to understanding the dynamics of knowledge sharing among college students and highlights the importance of incorporating knowledge management principles in educational settings. The findings underscore the positive impact of knowledge sharing on group performance and individual social status, emphasizing the need for effective knowledge sharing practices to enhance student management in higher education institutions. [ABSTRACT FROM AUTHOR]

Background: Timely and accurate feedback is a crucial component for effective undergraduate learning. However, with the expansion of university enrolment in China, student numbers have increased rapidly and, in traditional university classrooms, it is often difficult for the teacher – as the only evaluator – to accommodate students' diverse needs and learning styles, and provide timely learning feedback. In our teaching practice research, we combined mutual peer evaluation with cooperative learning, and proposed a peer learning and assessment model (PLAM) that encouraged students to cooperate and compete, leading to greater efficiency in giving feedback. The ultimate goal was to improve students' learning ability. This study aimed to investigate the effect and influencing factors of PLAM in an undergraduate course entitled 'Medicinal Chemistry of Natural Products'. Methods: We surveyed the entire pharmacy student body (95 students). Each student was required to provide feedback to the other members within the same study group and students in other groups. We evaluated the effectiveness of PLAM in five aspects: basic information, learning attitude, participation, interpersonal relationship, and organizational approach. The questionnaire was administered online using the Star survey platform. Data were exported to Excel and meta-analysis was performed using SPSS. Results: PLAM effectively increased feedback efficiency, enhancing students' learning interest and ability. An ordered logistic regression analysis model was used to analyze the factors influencing the PLAM learning effect. Three factors – learning attitude, participation, and interpersonal relationship – explained up to 71.3% of the model. Conclusions: The PLAM adopted in this research is an effective learning and evaluation model that can promote collaborative learning and increase learning enthusiasm. It is more suitable for knowledge expansion learning and comprehensive practical learning where teachers cannot be present for the entire process. Students should be encouraged to establish appropriate learning attitudes and a positive group atmosphere. PLAM can positively impact college curriculum learning and could be extended to other teaching domains. [ABSTRACT FROM AUTHOR]

The rapid development of information technology has accelerated the process of educational informatization, the level of which has also been significantly elevated. New teaching informatization modes, such as mobile terminal and online learning, can meet learners' trans-time-and-space and personalized learning needs. As the main form of teaching evaluation, formative evaluation can provide students with timely and efficient feedback, change teachers' teaching progress, effectively improve the teaching effect and students' learning effect, and comprehensively promote students' autonomous learning ability. In this study, undergraduate students majoring in English for Science and Technology (EST) in five universities of science and engineering in Xi'an city of China, were chosen as research object to explore the influence of formative evaluation (self-evaluation, peer review, and teacher evaluation) on students' autonomous learning ability in online learning. Thereafter, the moderating effect of self-efficacy on the influence of formative evaluation on students' autonomous learning ability was analyzed. Results showed that the Cronbach's a coefficient value of the questionnaire designed in this study was 0.852 and the KMO value was 0.831, indicating its excellent reliability and validity. Evidently, self-evaluation and teacher evaluation can promote the improvement of autonomous learning ability. Self-efficacy plays a moderating role in the promoting effect of formative evaluation on autonomous learning ability. The effect of formative evaluation on autonomous learning ability varies significantly with its frequency of use. Conclusions in this study are of significant reference values for improving the teaching quality of EST through formative evaluation, enhancing the enthusiasm and motivation of college students, and improving the online classroom evaluation system. [ABSTRACT FROM AUTHOR]

With the successful promotion of the new round of basic education curriculum reform, China's physical education (PE) teaching ideology and PE teaching mode have undergone profound changes, and these changes urgently require schools to establish a PE teaching quality (PETQ) evaluation system that is compatible with them, and urgently resolve the contradiction between theory and practice. The evaluation of teaching quality is not only a value judgment of teachers' teaching ability and teaching effect, but also a value judgment of students' learning ability and learning achievement changes. Therefore, it is an important issue of higher education research to construct a university PE teaching quality evaluation system and actively promote the healthy development of university PE teaching evaluation. The PETQ evaluation is viewed as the multi-attribute decision-making (MADM). In order to take the full use of power average (PA) operator and Heronian mean (HM) operator, in this article, we combine the generalized Heronian mean (GHM) operator and PA with 2-tuple linguistic neutrosophic numbers (2TLNNs) to propose the generalized 2-tuple linguistic neutrosophic power weighted HM (G2TLNPWHM) operator. The G2TLNPWHM could relieve the influence of the awkward data through power weights and it could also consider the relationships between the attributes, and it can give more accurate ranking order then the existing methods. The new MADM method is built on G2TLNPWHM operators. Finally, an example for PETQ evaluation in is used to show the proposed methods. [ABSTRACT FROM AUTHOR]

The Chinese government has effectively adapted to the new environment in which information flow is greatly facilitated by the wide use of social media. This adaptation is aided not only by its resources and learning ability but also by citizens supportive of the regime. Content manipulation and censorship are the two primary approaches used by the Chinese government to manage social media. This paper examines how supportive citizens help the state manage cyberspace by tipping off state agencies. The state encourages tip providers by responding to tips, including political ones, and sometimes by rewarding the provider. Tip providers reduce the cost of monitoring social media, enhance the legitimacy of censorship, and discourage and marginalize regime critics. The presence of tip providers reflects and reinforces the split or ideological polarization among the population. [ABSTRACT FROM AUTHOR]

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Presently, a variety of policies and measures has implemented to enhance the scientific research and innovation ability of medical students, but in the process of practice, there are many problems, such as they lack of independent topic selection ability, weak scientific research skills, lack of autonomous learning ability, the research results are simple and ineffective, limited teacher guidance time and so on. This paper attempted to build an effective model for the promotion of medical students' scientific research and innovation ability, in order to establish an efficacy evaluation model of the "Medical students' Innovative Scientific Research Program." Undergraduates, graduate assistants, and tutors were interviewed with the Behavioral Event Interview technique, and a questionnaire of efficacy evaluation characteristics concluded from the interviews was formed. The questionnaire was conducted on medical students in the Medical students' Innovative Scientific Research Program, and the constructed model was analyzed using reliability analysis, validity analysis, and variation analysis. At the same time, the experimental teaching models are summarized and combed, and compared with other methods such as independent sample test. The results show the model could effectively evaluate the efficacy of the Medical students' Innovative Scientific Research Program and its teaching model is effective in cultivating medical students' learning and scientific research ability. It can provide theoretical support and practical reference for the evaluation and reform of the teaching modes related to the cultivation of scientific and innovative ability of medical students. [ABSTRACT FROM AUTHOR]

Although large-scale COVID-19 outbreaks are rare in China now, online teaching in local universities still inevitably become more systematic and normalized in the post-pandemic era. Therefore, it is of great significance to explore the factors affecting the online learning of students during the pandemic period for improving the effectiveness of online teaching. Taking Hunan University of Technology as an example, this paper quantitatively studied the factors influencing learners' online learning status and satisfaction through a questionnaire survey. Obtained results showed that there were significant differences in online learning status and satisfaction among different groups. Additionally, teaching platforms, teaching styles, and teaching interactions had a significant impact on students' satisfaction with online learning. Based on this quantitative analysis, suggestions were put forward to improve and enhance students' online learning effectiveness. [ABSTRACT FROM AUTHOR]

Aims: To understand the status quo of self‐directed learning ability, self‐efficacy and academic burnout of junior nursing college students, since the closed management mode was implemented during COVID‐19 pandemic disease. Design: Cross‐sectional study. Methods: Participants came from 3,051 junior nursing college students of a college in Zhengzhou City, Henan Province, China. Data were collected by online questionnaire and analysed by SPSS25.0 (a statistical package for social science) and AMOS24.0 software. Results: High self‐directed learning ability and self‐efficacy were related to low levels of academic burnout (p <.01). In addition, the analysis of mediation effect indicated that the influence of self‐directed learning ability on academic burnout was not mediated by self‐efficacy. [ABSTRACT FROM AUTHOR]

Background: The flipped classroom (FC) method is becoming increasingly popular in China's nursing education. It is an important breakthrough improvement in the quality of learning in nursing education reforms. Purpose: This study aimed to determine the effects of blended task-oriented flipped classroom (TFC) on nursing students undertaking the Fundamentals of Nursing course. Methods: A pre-and post-test quasi-experimental design was adopted. This study was conducted in the Autumn semester, 2021 academic year in a Chinese university. Using cluster sampling technique, this study enrolled second-year undergraduate nursing students from six classess who were studying Fundamentals of Nursing course. A blended TFC was developed and implemented with three classes (experimental group: n = 152). In-class traditional lectures were applied to the other three classes (control group: n = 151). The Self-Directed Learning Instrument, Problem-Solving Inventory, and California Critical Thinking Disposition Inventory were used to evaluate students' learning outcomes, and final examinations were conducted at the end of after course. In addition, students in the flipped classroom group were required to answer five open-ended questions concerning their flipped classroom learning experiences. Results: Students in the experimental group showed significant improvement in academic performance compared to those in the control group (p = 0.001). Considering total scale and factors, students in the experimental grouped recorded significantly higher scores in self-directed learning ability, problem-solving skills, and critical thinking ability compared to those in the control group (p < 0.05). Furthermore, improved abilities and skills such as team cooperation, communication, presentation, identifying /solving clinical problems, and accountability were reported. Conclusion: A blended TFC teaching approach positively impacted students' core competencies and improved learning outcomes in the Fundamentals of Nursing course. [ABSTRACT FROM AUTHOR]

The growth of online education requires high-quality online teaching. Teachers' satisfaction with online teaching is of great significance for improving online teaching effectiveness. This study was to explore the primary school teachers' online teaching satisfaction during the spread of COVID-19 from Shanghai, who have experienced online teaching, and explore whether there were differences of teachers' online teaching satisfaction in subject and educational level. 939 teachers from Shanghai participated in the study. The non-parametric Mann-Whitney U test and Kruskal-Wallis test of variance were performed. Results showed that teachers' online teaching satisfaction was at a high level. Moreover, there was a significant difference in teachers' subject and educational level on online teaching satisfaction. In terms of subject differences of teachers, there were significant differences in resource suitability (RS) among teachers of different subjects. Therefore, it is recommended that each subject should develop the online teaching resources to support teachers' online teaching. In terms of the differences in teachers' educational levels, there were no significant differences between the satisfaction of college-level teachers on non-technical variables such as content selectivity (CS) and teachers with undergraduate and graduate degrees, and only on technical variables such as self-efficacy (SE), resource suitability (RS), ease of use (EU), and intention to use (IU). Given the national context in China, the difference in educational levels may be more reflected in the age of the teachers. For teachers with college educational level, due to their older age, rather than simply enhancing motivation and improving learning ability to increase online teaching satisfaction, emphasis should be placed on providing appropriate teaching service support to help improve online teaching effectiveness. The findings provide new empirical evidence, strategies and Chinese experience for promoting teachers' online teaching satisfaction. [ABSTRACT FROM AUTHOR]

Despite fruitful findings on the reasons underlying the desire for educational success and scarce credentials among students and families, there is little research on the meaning of educational success in the marketplace. As higher education in China has expanded to aid better-quality growth and the transition to a knowledge-based economy, educational success has become increasingly critical in the allocation of socioeconomic rewards. As such, insights into how educational success and concomitant credentials are valorized are empirically and theoretically significant. Drawing on in-depth interviews with 73 recruiters for elite professional service firms, this study analyses the meanings underlying the process of valorizing educational success and elite credentials. It shows that success in the gaokao , or entry to higher education, was qualitatively salient in excluding candidates, while information about subject domains and marks/class rank carried relatively less weight. Recruiters based the value of educational success on the notion of "learning ability," which reflected their shared understandings about Chinese educational selection/institutions and wider conditions of elite professional firms. On this basis, this paper argues for the development of learning capital as a new theoretical lens for approaching educational success and credentials in transitional China. [ABSTRACT FROM AUTHOR]

The sudden outbreak of the novel coronavirus (COVID-19) has had a profound impact on the operations of education systems. China's education system accumulated a wealth of experience from its responses to the pandemic, but it has also exposed many problems. In terms of the responses in education, timely and systematic policy actions have provided specific guidance for the smooth operation of education systems at all levels; the coordination and participation of multiple actors across different levels of government, government departments, and social organizations have effectively ensured the provision of online teaching. At the same time, however, a number of problems have appeared, including: insufficient range and systematization of courses taught online; teachers' weak understanding of online learning and an inadequate ability to implement it; and a lack of continuity and initiative in students' classroom participation. Moreover, online teaching has highlighted the "information gap" between urban and rural areas. Therefore, online teaching should be improved both internally and externally, focusing not only on the application of technology but also on the transformation of ideas about teaching itself; it should gradually make full use of the rich and varied structure and content of online teaching resources; it should focus on improving the "hard power" and "soft power" of rural students' online learning in order to narrow the gap between urban and rural areas. [ABSTRACT FROM AUTHOR]

For example, students' experience scores for teacher-student interactions - such as analyzing student learning behavior through electronic data, online educational testing and grading, and online classroom discussion - were relatively low. In the dominant model (used by over 56% of the sampled teachers), students watch lectures on a national or regional platform in a uniform manner, and teachers answer questions and provide personalized tutoring. Third, although the survey respondents asserted that teaching platforms were stable and related technical services met the most basic teaching needs, teacher-student interaction was deemed unsatisfactory. [Extracted from the article]

IoT networks and Teaching System have attracted much attention from researchers of industry and academia. As a typical application of IoT tworks and Teaching System, the system studied in this paper is a three-way platform for IoT technology, language teaching methods, and language teaching quality is incorporated into the framework of language teaching system. Based on the current stage of language teaching methods in China and its digital needs, the role of IoT-based language teaching models on language teaching quality improvement is investigated by establishing an IoT language teaching model and using conventional comparison methods to compare conventional language teaching quality improvement models with language teaching models based on IoT platforms to consider the impact of IoT technology on language teaching quality improvement. The results show that in the educational context where digitalization and intelligence are the trends, the intelligent language teaching model integrating IoT technology is much better than the language teaching model under the conventional model in terms of teaching quality, and through IoT technology, more language enthusiasts can become language learners and improve their learning ability. The work in this paper provides an important application guidance to IoT networks and Teaching System. [ABSTRACT FROM AUTHOR]

Currently, high-quality vocational education is an important foundation for the aspirations of China to create massive professionals and talented employees. Because of these, the advancement of modern vocational education is becoming increasingly important in the current era. Aside from these benefits, the use of artificial intelligence expertise in higher vocational English learning can effectively solve the unscientific problem of learning plan formulation in higher vocational English learning, increase the level of scientific learning, and strengthen students' autonomous learning ability. As a result, this research provides a BP neural network technique based on the Ebbinghaus forgetting curve that can effectively complete sample incremental training. It achieves performance comparable to the complete sample batch training approach while using many fewer samples to train. From experimental work, it is clear that the suggested work can effectively improve the training efficiency of the BP neural network to provide learners with a more suitable learning plan. [ABSTRACT FROM AUTHOR]

Sustaining the development of rural and pastoral communities' hinges on livelihood resilience. Pastoralist household resilience relies on resource availability and decision-making abilities. Despite extensive studies on pastoralist livelihoods, a significant knowledge gap remains in understanding the nuanced adaptive capacities of diverse households, particularly amid grassland degradation. Thus, this study investigates the household-based livelihood resilience of pastoralists in China's Three-River Headwater Region, offering policy recommendations for resilient livelihoods. Using stratified random sampling, 758 pastoralist household heads underwent semi-structured interviews to collect data. Five household characteristics, encompassing age, gender, energy use, well-being perception, and multi-household grazing participation, were evaluated. Looking ot the nature of data, descriptive statistics and non-parametric tests were performed in this study to draw the valid inferences. The results revealed a positive correlation (p < 0.05) between household head age and livelihood resilience, with divergent resilience across age groups. Varied energy usage yielded distinct impacts; households employing solar or mixed energy sources exhibited heightened resilience (p < 0.05). Household well-being emerged as an invariant variable concerning resilience. Furthermore, engagement in multi-household grazing (an informal institution) significantly (p < 0.05) influenced pastoralist livelihood resilience. These insights advocate targeted support for young household heads and the adoption of clean energy. Exploring the deeper strategies and mechanisms of multi-household grazing can enhance understanding and policy integration, guiding eco-friendly progress within rustic landscapes for pastoral communities., Competing Interests: Declaration of competing interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper., (Copyright © 2024 Elsevier Ltd. All rights reserved.)

Key ecological function areas are not only recognized as the critical subject for national and global ecosystem protection, but also the crucial hinterland for maintaining the livelihood of local residents. Studies on livelihood resilience contribute to better understand the adaptation strategies and development needs of poor and highly vulnerable groups in key ecological function zones, which is crucial to promoting the long run sustainability. Based on the survey data of 575 households, this paper constructs the livelihood resilience evaluation index system from three dimensions of buffer capacity, self-organization ability and learning ability. The method of weighted sum is used to evaluate the livelihood resilience of farmers, and the influencing factors are analyzed by multiple regression model. The results show that the overall level of livelihood resilience of farmers is weak, and the self-organization ability of farmers is significantly higher than their buffering ability and learning ability. We found that ecological policy, age of head of household, diversity of livelihoods, family size, and environmental dependence are the key factors that affect the resilience of farmers' livelihoods. We argued that, new methods such as establishing a technical training system for farmers, promoting livelihood diversity, improving and implementing active ecological policies, and building long-term and effective risk warning, emergency response, and poverty alleviation mechanisms should be considered and implemented. [ABSTRACT FROM AUTHOR]

Resilience has become an important concept for the ski resorts of China, which have suffered heavy losses due to COVID-19. In order to help China's ski resort service industry successfully adapt to the crisis and achieve sustainable development, the goal of this paper is to develop the definition of resilience of the ski resort service industry through interviews based on the concept and general analysis framework of resilience. The ski resort resilience theory analysis framework is then constructed from the three basic elements (market, skiing, and stakeholders) and four system features (flexibility, adaptability, and collaborative learning ability). The results indicate several measures that can be taken to spread risk: enrich the product supply; eliminate risks and build a multi-agent networked industrial governance system; and establish a risk prevention and management mechanism based on a multi-organization alternative learning mechanism to overcome the difficulties encountered in the development of ski resorts. [ABSTRACT FROM AUTHOR]

Farmers' entrepreneurship is a powerful breakthrough for solving the problems associated with "agriculture, rural areas and farmers." Although studies have commonly used the same entrepreneurial activities to analyze farmers' entrepreneurship, its deep economic roots have rarely been investigated. Investigating the internal development mechanism within the same industry is helpful for understanding farmers' entrepreneurship motivation and decision making and is an important point at which to implement regional research and enrich the overall research on farmers' entrepreneurship in the Chinese context. Based on a single-case study in Q Village, Fujian Province, this work identifies the key role played by relational contracts in entrepreneurship groups: reducing transaction costs, promoting investment in asset specificity, and improving contract flexibility. Moreover, this approach is conducive for different action groups in terms of stimulating entrepreneurial motivation in the initial entrepreneurship period and improving entrepreneurship learning ability in the long term. Primary Action Group transforms exploratory intuitive learning into exploratory compilation learning, and Secondary Action Group triggers the learning effect and makes a proprietary investment by utilizing intuitive formulaic learning and compiled formulaic learning, thus reducing unforeseen, contracting and verification costs. During the pattern maturity period, Primary Action Group rationally integrates the supply chain and forms a stable entrepreneurial paradigm, while Secondary Action Group does so to maintain prior information reserves and lower information search, supervised execution, and bargaining decision costs. The value cocreation ability of the same type of commercial modularity is formed, and the whole process of farmers' entrepreneurship is completed. Our results have important implications for policymakers in China and other countries with clans. [ABSTRACT FROM AUTHOR]

As for college English teaching in China, students' listening performances tend to be inferior to their reading and writing skills in many cases. Student's listening competence attracts more attentions accordingly. Theme-Based Instruction (TBI) stresses that language course should be organized based on themes and topics, many studies have shown its effectiveness on English teaching to some extent. However, there is no sufficient quantitative evidence to show its effectiveness for Chinese students. This study has been conducted in a university in Zhengzhou, in which two parallel English classes are chosen. One is the control group and the other is the experimental group. The control group has received traditional instruction, while the experimental group received TBI. The results show that, after 16 weeks of experiment, the listening comprehension of the experimental group is significantly improved compared with that of the control group. Moreover, TBI has a positive impact on students' English reading ability and learning motivation. The study indicates that TBI, if combined with well-designed content and effective practice, can help Chinese students improve their English listening competence. [ABSTRACT FROM AUTHOR]

In recent years, the study of rural community resilience has become the focus of rural researchers in response to the decline of villages in the process of urbanization. However, current research on village resilience has mainly focused on the analysis and assessment of village resilience, while there is a lack of research on the resilience reconstruction of mountainous villages severely affected by urbanization. Taking Longtan village in Fujian Province, China, as an example, this paper describes how industrial transformation promotes community capital development and their impact on community resilience. It shows that the diversified participants in the industrial transformation process have fostered constructive dialogue, collective discussion, and self-governance. The widespread use of digital technology has helped communities to have the ability to learn and innovate, and has played an important role in promoting rural industrial transformation and community resilience. It argues that the improvement of human capital in the process of industrial transformation drives the "spiral" of community capital, and that the diversity and coupling among community capital promote the synergistic development of community capital and help communities rebuild resilience. • Exploring the way to develop the resilience of mountainous rural communities. • Industrial transformation as a prerequisite for community capital enhancement. • Digital technology plays an important role in community resilience reconstruction. • Community empowerment contributes to a diversified rural construction entity. • Improving human capital is the key to rebuilding community resilience. [ABSTRACT FROM AUTHOR]

In China, cultivation of the craftsmanship spirit is strongly advocated, but little attention is devoted to whether and how "working for the family" promotes heritage of this spirit. A configuration model of family motivation and organizational learning is proposed and expounded. Fuzzy set qualitative comparative analysis (fsQCA) was used to further explore the conditional configuration. The results show that the fitting family motivation to organizational learning is important for promoting heritage of the craftsmanship spirit. There are two paths that promote efficient heritage of this spirit: the institution-led path and the motivation-driven interpretation-led path. For the institution-led path, when apprentices have strong institution learning ability, the anterior-cause condition involves low family motivation, but this factor plays a weak role in promoting efficient heritage of the craftsmanship spirit. In a configuration consisting of intuition, interpretation, integration and institution, family motivation becomes irrelevant, which explains the phenomenon that organizational learning behavior reinforcement leads to a lack of family motivation. For the motivation-driven interpretation-led path, even without regular and institutionalized learning behaviors in the organization, the core conditions of high family motivation and high explanation learning, together with low intuition learning and low integration learning, will promote efficient heritage of the craftsmanship spirit. [ABSTRACT FROM AUTHOR]

Background: Standardized residency training (SRT) is crucial for graduate medical education and the training of high-quality doctors. Nevertheless, China started SRT nationwide only in the recent decade. During these years, researchers have been searching for suitable teaching methods to improve the abilities of residents. Although the problem-based learning (PBL) teaching mode has been applied in undergraduate teaching for many years, the teaching effect of PBL has not been unified in Chinese SRT according to the core competences of the residents. Methods: Studies that compared the teaching effect of PBL and lecture-based learning (LBL) on SRT in China from January 2010 to April 2020 in the Chinese databases, such as China National Knowledge Infrastructure (CNKI), WanFang, WeiPu, Chinese BioMedical Literature (CBM), and English-language online databases, such as PubMed, Embase, and Cochrane Library were systematically reviewed. Data were analyzed using the Stata version 12.0 software. Results: A total of 75 articles (76 studies) were included in this meta-analysis. Compared with LBL group, PBL-based methods are more effective in the mastery of medical theory knowledge (WMD = 7.14, 95% CI: 5.93–8.34), operational skills (WMD = 6.54, 95% CI: 4.55–8.53), analysis and diagnosis of cases (WMD = 8.52, 95% CI: 7.50–9.53), and overall capacity (WMD = 8.70, 95% CI: 6.87–10.53), but showed no advantage on operational skills in diagnostic imaging (WMD = 1.30, 95% CI: -0.11–2.71). The questionnaire surveys analyzed in this meta-analysis indicated the positive effects of PBL on the mastery of theoretical knowledge, clinical diagnostic thinking, teamwork ability, ability to analyze and solve problems, ability to consult documents, learning interest and learning efficiency, but that there were no advantages in improving self-directed learning ability, communication ability and hands-on ability. The questionnaire result analyzed in this meta-analysis also showed the residents' satisfaction with PBL-based strategies. Conclusions: Taken together, the current meta-analysis provides a systematic and comprehensive analysis on PBL teaching mode in Chinese SRT and outlines a path for further research on the detailed design of suitable teaching methods for different specialties and abilities. [ABSTRACT FROM AUTHOR]

With the acceleration of the internationalization process, the demand for English-speaking talents in all walks of life in China is also increasing. However, the current students' translation ability is weak and cannot meet the demand for talents. This article combines interactive translation teaching mode with multimedia teaching theory to provide an interactive translation teaching method for English translation teaching. This article studies the impact of multimedia-centered interactive translation teaching methods on college students' English learning ability from five dimensions: classroom interaction, learning motivation, learning autonomy, language skills application, and English performance. From the results of the previous test, the English translation ability of the students in the two classes is almost at the same level before the experiment. However, after adopting the interactive method based on multimedia wireless network in one semester, the English translation scores of the two classes differed greatly. Most students can actively practice English translation in their spare time. As a result of collecting information and reading materials on the Internet and preparing daily speeches in their spare time, students gradually accumulate enough written materials, which can alleviate the anxiety caused by insufficient content. In addition, students also actively communicate with their classmates after completing the translation to improve their composition level. Studies have shown that the number of students who complete translation tasks only after class has dropped from 75% to 31%. [ABSTRACT FROM AUTHOR]

Improving prediction accuracy is a prominent modeling issue in relation to forest simulations, and ensemble learning is a new effective method for improving the precision of crown profile model simulations in order to overcome the disadvantages of statistical modeling. Background: Ensemble learning (a machine learning paradigm in which multiple learners are trained to achieve better performance) has strong nonlinear problem learning ability and flexibility in terms of analyzing longitudinal data, and it remains rarely explored so far in the field of crown profile modeling forest science. In this study, we explored the application of ensemble learning to the modeling and prediction of crown profiles. Methods: We evaluated the performance of ensemble learning procedures and marginal model in modeling crown profile using the crown profile database from China fir plantations in Fujian, in southern China. Results: The ensemble learning approach for the crown profile model appeared to have better performance and higher efficiency (R2 > 0.9). The crown equation model 18 showed an intermediate performance in its estimation, whereas GBDT (MAE = 0.3250, MSE = 0.2450) appeared to have the best performance and higher efficiency. Conclusions: The ensemble learning method can combine the advantages of multiple learners and has higher model accuracy, robustness and overall induction ability, and is thus an effective technique for crown profile modeling and prediction. [ABSTRACT FROM AUTHOR]

In order to cultivate the ability of independent learning and lifelong learning of medical students, improve the ability of students to analyze and solve problems, improve the competence of medical talents and cultivate high‐level and innovative talents, we have constructed the blended teaching model of "Clinical Case Investigation—Online Open Course Learning—Classroom PBL Seminar—After‐Class Health Education". At the same time, an ability‐oriented performance evaluation system improved the teaching quality feedback system has also established. This article introduces the construction and application of the blended teaching model, as well as the problems it faces, provides a theoretical basis for the optimization and improvement of this model. It also provides a model theory and practical basis for creating a blended online and offline "golden course" for the professional courses of medical laboratory technology. [ABSTRACT FROM AUTHOR]

Although the research results of mobile teaching mode at home and abroad have been involved in all aspects of education and teaching and provided a lot of useful reference for subsequent researchers, the lack of research on WeChat interactive translation teaching mode makes the practical research in this field urgent. As China's education industry continues to pursue international development, it is necessary to train a large number of international talents who have an international perspective, are familiar with international rules, and can participate in international affairs and international competition. However, to become an international talent, you must first have superior English communication skills and be able to deal with various international situations proficiently. The English education goals at the basic education stage are simply beyond reach and can only be cultivated through professional and systematic college English courses. This shows that college English education is at a crucial position in the future development of education. This study attempts to explore how to apply the interactive teaching mode supported by WeChat network platform in translation teaching and English learning of high school students, so as to improve students' autonomy in translation practice, promote students' personalized learning, and improve students' interest and ability in English learning. Based on the investigation of a senior high school in our city, the school began to implement the interactive translation mobile teaching mode based on WeChat in September 2018. The experiment selected the change of students' English learning achievements in a certain semester and judged whether the mobile teaching mode was conducive to the improvement of learning performance based on t-test. We also need to collect the needs of teachers and parents for the WeChat based mobile teaching mode and judge whether the mode can be promoted. The experimental results show that this teaching mode has an obvious effect on the improvement of students' English scores, especially in the eighth grade, whose scores have increased from 72.6 to 75. Through the construction of WeChat based interactive translation mobile teaching mode, parents can fully understand the key points of English learning and make English tutoring more targeted and timely. This teaching mode is worthy of promotion in senior high school English course learning. [ABSTRACT FROM AUTHOR]

The study is aimed at improving student's learning ability and constructing an intelligent, all-around, and three-dimensional innovative classroom by using intelligent technology. Middle school C is taken as the research object. First, the current situation of music teaching in middle school C is analyzed, and an intelligent music teaching mode suitable for middle school C is designed. Second, the intelligent music teaching mode is applied in the actual teaching process, and students' feelings for intelligent music classrooms are explored by a questionnaire survey. Finally, the teaching effect is analyzed. The results show that 96.7% of the students hold a positive attitude towards the new teaching mode, indicating that contemporary students have relatively high adaptation to and recognition with the development of artificial intelligence (AI). 84% of the students are not particularly skilled in the operation of the intelligent network platform, and 9.3% of the students believe that the operation of the platform is relatively difficult. Therefore, teachers should teach students how to use tablets. 95% of the students hold that teachers can quickly find teaching resources related to the course content on the tablet and introduce them to students in the teaching process, indicating that teachers are familiar with the usage of new teaching equipment. On the whole, students have a good experience of the new teaching mode. This new teaching mode based on AI is a response to the new course concept proposed in China. [ABSTRACT FROM AUTHOR]

In recent years, online education in China has made considerable achievements. But there are also some problems: the teaching quality of online education is unsatisfactory; students' online learning effects are frustrating, and students' autonomous learning ability is poor. Based on analysis, teachers' literacy and Internet technology are important factors restricting the online teaching reform, and online teaching easily falls into the dilemma of "shallow learning." Digital twins can effectively realize the intelligent interconnection and interaction of the physical world and the information world, optimize the remote teaching process, and provide high-quality remote learning experience for learners. Based on this, the technology is used to the teaching of space geometry to help students understand it and improve their performance. First, the principle and advantages of digital twins are expounded. Second, the platform system based on digital twins is constructed. Then, the corresponding digital model is drawn by using the drawing function of MATLAB software, and the system based on virtual reality (VR) is established. Finally, the students of four classes of the same major are selected as the research subjects to test the teaching effect of advanced mathematics on the digital platform. The results show that students' scores in the traditional classrooms are form 2.5 to 5.5 and their average score is 4.049, while the scores of the students in the digital twin classrooms are between 5.5 and 9.5 and their average score goes up to 7.986. This shows that students' performance in the digital twin classrooms is 97.2%, higher than that in the traditional classrooms. A fully digitized spatial geometric model is implemented by using digital twins, and it can help students understand the mathematical theory of spatial analytic geometry, and their learning effect is greatly improved. This study provides a new direction for the application of new technologies in mathematics teaching. [ABSTRACT FROM AUTHOR]

Background: Recently, decision-making process has become increasingly complex. But there is limited information on Chinese patients' views of shared decision making (SDM) in inflammatory bowel disease (IBD). This questionnaire investigation aimed to understand Chinese patients' perspectives and expectations of SDM in IBD and analyze the possible factors that influence their views.Methods: An online survey was conducted from July 19th to 24th, 2020. A total of 1118 patients completed the survey.Results: One-third of patients were dissatisfied with the current decision-making model, and the satisfaction of inpatients was lower than that of outpatients. 84% of patients preferred to participate in SDM, who were young and had a high education level, high income, commercial insurance, strong learning ability and knowledge of SDM. Most of those who did not want to participate (72%) were worried about the cost. The kind of medicine (948, 84.8%), surgical indications (505, 45.2%) and operation methods (482, 43.1%) were the topics that patients thought most require SDM. Side effects of medicine (837, 74.9%), costs of therapy (675, 60.4%), and surgical risks (563, 50.4%) were considered to be the most influential factors for SDM. 52.7% of all patients hoped experts in different disciplines would participate in SDM. The most desirable amount of time for discussion was 30 to 60 min (562/1118, 50.3%), that were associated with the cost of SDM.Conclusion: We can meet the needs of patients by reducing costs and strengthening online patient education and exploring a model suitable for Chinese IBD patients. [ABSTRACT FROM AUTHOR]