The development of course book is closely connected with the development of vocabulary. The research of vocabulary is limited by the research of vocabulary width and depth. Vocabulary width is the research of the investigation of vocabulary size, while the latter points to the learners mastering of vocabulary quantity and their master degree. This paper is a reference study mainly under the research of vocabulary width. With the help of Rang-BNC and the AntConc software, the author aims to make a comparison and analysis between Senior High English for China (SEFC) and New Standard English (NSE) both used by students from Grade10 to Grade 11 students, and find out: (1) What is the vocabulary difficulty in each set of course book; (2) What is the cultural tendency of the two sets of course books through the analysis of some special words. Meanwhile, with the help of P. Nation’s Vocabulary Size Test, taken by the 160 students from Grade11 coming from Tianjin Shuanggang Middle School, the author aims to find out: (3) whether the vocabulary difficulty of NSE is coinciding with the students’ actual vocabulary level. And the main findings are: (1) the vocabulary quantity included in both two sets of course books are far higher than that required by the new English curriculum. The vocabulary quantity of senior high school students required by New English Curriculum is 3000, while the vocabulary quantity of SEFC used only by students from Grade10 and Grade11 is 3423, and data of NSE is far higher, 4198; (2) the vocabulary difficulty in NSE is more difficult than that in SEFC; (3) the consistency of vocabulary difficulty from book to book is generally coinciding with the students’ vocabulary cognitive level, but they still have their own disadvantages; (4) the students’ actual vocabulary level is basically coinciding with the vocabulary difficulty of NSE they are using; (5) both of the two sets of course books pay more attention to our Chinese native culture. The author hopes that this thesis will be helpful in the analysis and study of vocabulary in elementary education, and can provide some constructive suggestions for course book compiling, making course books better used in the future.

The 21st century is an era in which education determines the future of society. The relevant theoretical research on core literacy is mainly carried out around students, and the research on the core literacy of pre-service mathematics teachers in ethnic areas has not yet begun. By consulting literature and existing mature questionnaires, combined with pre-service mathematics teachers' characteristics in ethnic areas, a "core literacy scale of pre-service mathematics teachers in ethnic areas" was compiled. Taking 412 pre-service mathematics teachers in Guangxi, China as the research object, using SPSS22.0 and AMOS24.0 to carry out project analysis, exploratory factor analysis, and confirmatory factor analysis on the data, the scale was revised accordingly, and the formal scale contains knowledge There are 3 dimensions of, ability, character, and the corresponding 9 factors. The scale compiled has good reliability and validity. It can be used as an effective tool to measure the core literacy of pre-service mathematics teachers in ethnic areas, and it also provides a basis for in-depth research on the current situation and strategies of training the core literacy of pre-service mathematics teachers in ethnic areas.

With the rapid development of massive open online courses (MOOCs), researchers have begun to pay attention to the experience of teachers and students in the MOOC classroom. Select the middle school mathematics curriculum standard and textbook research course in the MOOC platform of Chinese universities and collect 66 selfreported data of instantaneous experience and long-term experience of 10 learners on the course learning within two weeks. Qualitative and quantitative analyses were carried out in 8 sub-dimensions, including device usage preferences and problems, and platform tool application. The purpose of the research is to investigate the learning experience of MOOC learning platform more comprehensively and deeply. The research results show that mobile learning has become the main way of MOOC learning. The appearance, education and economy of the tools displayed on the platform directly affect the learning experience of learners. Demonstration tools are highly dependent, but the frequency of application, types and functions of tools are limited, and there is a lack of awareness and application of tools that promote advanced learning, deep learning, and reflective learning; the overall emotional experience of learners is in a positive emotional state and shows a distinct group characteristic. The learning experience of MOOC is directly related to the appearance, education and economy of the display tools in the platform; Learners have diverse experience of platform communication and cooperation tools, and are highly dependent on learning content display tools in the platform; Learners' emotional experience is both positive and negative, but it is dominated by positive emotions and shows distinct group characteristics.

Mathematics is a rigorous, logical, and instrumental subject. Many concepts in chemistry learning is inseparable from mathematics. This study aims to determine the relationship between student learning performance in learning mathematics and chemistry. This research adopted literature analysis, statistical analysis, and interview (from subjective and objective aspects). The data of this study used the mathematics and chemistry scores of 452 students from 6 third-level grades at a secondary school in the city of Guilin. SPSS22.0 software was used to analyze comprehensive data in exploring the correlation between math scores and chemistry scores from various perspectives. Then, several students were interviewed to verify the results of the data analysis from emotional perspectives. The results of the research objectively indicate that there is a strong positive linear relationship between students’ mathematics learning achievement and subjectively, students agree that good mathematics performance can improve chemistry scores. Accordingly, mathematics learning performance is related to chemistry learning performance. Teachers can strengthen chemistry knowledge through mathematical knowledge. So, it is recommended that teachers adopt and use appropriate teaching strategies, and strengthen the application of mathematical knowledge in chemistry learning.

In recent years, ICT development has greatly affected the education sector. The development has provided many opportunities to innovate and improve the quality of education. Dynamic mathematics software is one of the learning media that is widely used in mathematics lessons. China has always wanted to be innovative by developing Hawgent Dynamic Mathematics software with more features than other dynamic mathematics software. This research aims to determine the effect of Hawgent Dynamic Mathematics software on mathematics achievement and analyze the advantages of Hawgent compared to other dynamic mathematics software. This research employed a meta-analysis approach by analyzing 28 empirical research articles published in both Chinese and foreign journals. There are 46 effect sizes with 4137 students from 2018 to 2021. Furthermore, the data was obtained using CMA software. The results showed that the effect size of Hawgent on mathematics achievement was 2.11 (P=0.000.1), within the very high category. Further analysis showed that the number of students did not affect Hawgent’s effect size. The effect of Hawgent at the senior high school level was greater than at the elementary and junior high school levels. Furthermore, Hawgent’s effect on geometry and algebra subjects was greater than any other subjects. This research can be useful as information on the development of dynamic mathematics software since many countries tend to use Geogebra and Geometric Sketchpad.

This paper is an empirical one."Learning to think" is the motivation system for students to "learn mathematics well", is a kind of inner stable cognitive psychological quality, and is the "engine" for the cultivation of innovative consciousness. Guiding students to learn to think plays an important role in mathematics teaching. However, students often do not understand the connection between mathematical knowledge and real life, and do not understand how to use mathematical knowledge to solve problems. In order to let students learn to think, the researchers designed a teaching model composed of "FROM-WHAT-WITH-HOW-CHANGE-HAVE" based on the concept of metacognitive monitoring. This is a new teaching method that uses a set of closely connected problems chains to guide students in solving problems and feel the charm of mathematical knowledge. At the same time, Thirty second grade students from a primary school in Yulin, Guangxi, were selected as the research object. The lesson "designing the best route to visit the zoo" was taken as an example to inspire second grade students to think and answer through the teaching experiment. Through experiments, students’ problem-solving and reflective abilities have been greatly improved. It shows that guiding students to think through real questions can improve students learning ability. In the process of mathematics learning, we must focus on real problems and guide students to think deeply.

This study aims to explore the significant variables affecting online knowledge-sharing and the hierarchical structure, from the perspective of online learners. To comprehensively discuss the relationship between these variables, binary logit regression and interpretative structural model (ISM) was used. Based on literature analysis, the data of 29 candidates were obtained, and 670 valid data was acquired through an electronic questionnaire. A total of 13 significant variables were also obtained using the Logit model of SPSS 22, with an 8-layer ISM program established by MATLAB 2017A software. The results showed that six of the 13 variables had positive effects on online knowledge-sharing behavior, with the remaining seven having a negative impact. The ISM model also proved that trust and delete/block, reward, and the remaining elements were shallow, deep, and intermediate variables, respectively. Combining the Logit and ISM advantages, these results strengthened the reports on online knowledge-sharing behavior, subsequently obtaining five suggestions for its development. This study is expected to help teachers and online course developers design better digital programs, as well as ensure the accurate decision-making of students in knowledge sharing activities.

This study aims to analyze students’ attitudes towards the implementation of the six-questions cognitive model in teaching fractions. Samples in this study were taken in elementary school, Cianjur, Indonesia. The method of this study is a quantitative method by giving questionnaires to 44 elementary school students. The questionnaire amounts to 15 items about the six-questions cognitive model in teaching fractions. Data questionnaire was analyzed using Microsoft excel and SPSS 19.00. the study showed that percentage Students’ attitude towards implementing the six-questions cognitive model in teaching fractions was 78.03%. This proved that most of the students have a positive attitude towards implementing the six-questions cognitive model on fractions. The results of attitude data analysis also showed that the average student attitude was 3.12 larger than 2.5. This proves that students prefer the teacher to use the six-questions cognitive model on fractions than the traditional method. In further research, the six-questions cognitive model can be used on other mathematical topics.

Mathematics is one of the fields of science that is very important for humans because all science is related to mathematics. One of the skills that should be learned and developed in mathematics is mathematical problem-solving ability. Problem-solving ability is highly needed because humans are always used in everyday life, both in education and daily life. In fact, students’ problem-solving abilities are lacking. This is because mathematical problems created by teachers are not based on indicators of problem-solving ability. Triangle is the important material of two-dimensional figures in elementary school. Teachers need to explain the basic concept of a triangle so that students can master a more difficult concept of a triangle. Dynamic mathematics software can help students grasp the concept of triangles. This study used a quantitative method. This study is a comparison between classes using Hawgent and using conventional methods. The subjects in this study were 72 seventh-grade students in Cianjur, Indonesia. Data were collected based on the results of the pre-test and post-test problem-solving ability. Based on the study results, the class using Hawgent is more good than the class that using the traditional method. Hawgent has been proven to help students understand triangle material.

Textbook has a significant impact on students’ mathematical ability. This research aims to analyse algebraic questions in Chinese and Indonesian junior high school textbooks. This research was done at Guangxi Normal University, China from November to December 2020. The textbook analysis was done using a quantitative method on three aspects, which were presentation, context, and type of answer. Other aspects considered were proportional of algebra chapter in the textbook and how questions were presented. Chinese textbooks gave more contextual questions but there were a lot more of open-ended questions in the Indonesian textbook. From this research, we can conclude that both Indonesian and Chinese textbooks have their own advantages that can be adopted in both countries. Future research can talk about how class activity and teacher teaching method can affect students’ mathematical ability on algebra.

Geometry is any shape seen as a set of specific set points, while a plane means a collection of all lines. In mathematics, points, line, and planes geometry is complicated for students to understand a basic concept. This research aims to help teachers explain the concepts of points, lines, and planes and help students understand the basic concepts of points, lines, and planes with Hawgent dynamic mathematics software. The method used in this research is Analysis, Design, Development, Implementation, and Evaluation. The evaluation results of media expert were 82.77%, and material expert was 84.17%. The result of the implementation is a positive response from students when learning mathematics uses Hawgent dynamic mathematics software in the classroom and also a positive response from the teacher towards learning media of Hawgent dynamic mathematics software. In further research, elementary school materials can be developed using Hawgent dynamic mathematics software or other dynamic mathematics software to increase students’ interest in learning and make students more active in teaching and learning activities.

The current condition of the Covid-19 Pandemic requires students to study independently. One of the learning media that can help students solve problems is video-assisted learning. The development of learning video is beneficial to assist teachers in teaching and learning activities. In addition to increasing students' learning interest, learning videos can also help students enter deeper mathematical understanding. The mathematical material is abstract that usually makes students think that mathematics is a difficult lesson. Linear Program at senior high school level is applied mathematics with mathematical models compiled from multiple equations or linear equivalencies to determine the maximum or minimum value. This study aims to develop learning media for linear program mathematics content. This research uses research and development (R&D) method with the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The sample of the research is one of the high schools in West Java, Indonesia. The validation results of media experts and material experts show learning video is feasible to be implemented to students. The school implementation also established a learning video that using the problem-solving steps is constructive for students to create the mindset and understand the basic concepts in a linear program. This study's results also contribute to the achievement of the objectives of learning mathematics for the better based on the use of video-based learning in improving the mathematical abilities of high school students.

为满足工程教育专业认证的要求,设置完善的实践教学体系,培养学生"解决复杂工程问题"的能力.以科研项目及企业GMP生产车间为蓝本,依托虚拟仿真技术,构建生物制药虚拟仿真系统.该系统包括工程设计、设备仿真、工艺仿真、生产操作仿真、工艺验证和在线考试等模块.该系统可通过线上访问实施远程教学,满足新冠肺炎疫情期间的教学需求;也可通过与现有实验室教学模式相结合,起到相互补充、相互促进的效果,有助于培养学生的工程设计能力以及对常见工程问题的处理能力,不断提升学生的实践与创新能力.

Matematika adalah salah satu pelajaran paling penting di Sekolah Menengah Pertama. Sikap dan keterlibatan siswa dalam pembelajaran matematika akan memengaruhi kebiasaan belajar matematika yang baik, dan selanjutnya mempengaruhi hasil belajar matematika mereka. Metode pada penelitian menggunakan metode quantitative regresi. Dalam studi ini, 317 siswa dari SMP no. 3 Guangxi, Yulin. diuji pada keterlibatan belajar matematika, sikap dan nilai hasil belajar mereka. Hubungan antara sikap matematika siswa dan hasil belajar matematika mereka serta peran keterlibatan belajar matematika dieksplorasi dalam penelitian ini. Hasil penelitian menunjukkan bahwa sikap matematika memiliki dampak positif dan langsung pada hasil belajar matematika siswa dan keterlibatan belajar matematika memainkan peran penting dalam hubungan antara sikap matematika dan kinerja akademik sebagai peran perantara mereka.

ICT is one of the mediums to improve the quality of education. ICT can make the teaching-learning process to be more interesting. Other than that, ICT is proved to be able to help students understanding the concept of a topic and improve the students’ mathematics ability. According to the difficulties faced by the students when learning triangles, researchers gave out questions to a random junior high school class and found out that the students’ understanding ability towards the basic concept of a triangle is still lacking. This research uses a combination of the ADDIE model and quasi-experiment to compares the class that uses Hawgent dynamic mathematics software with the class that uses the traditional teaching method. after observing the situation, researchers will then design an interactive learning media using Hawgent dynamic mathematics software that will help the student to understand the basic concept, improve their problem-solving ability. Research shows that interactive learning media such as hawgent can be used to teach triangles. The implementation result also shows that the students’ problem-solving ability that uses interactive learning media is better than that does not use the interactive learning media.

As a non-intellectual factor, Mathematics Adversity Quotient plays a crucial role in students’ learning of mathematics. This study adopts the modified mathematics adversity quotient table measuring left-behind and non-left-behind students’ Adversity Quotient in Chetian Minority Junior High School in Ziyuan, Guilin, Guangxi. It is found that the mathematics Adversity Quotient of non-left-behind junior high school students is generally higher than that of left-behind students, so there is a significant difference between them. Based on this situation, questionnaire survey and in-depth interview are adopted to explore the factors affecting the Adversity Quotient of left-behind junior high school students. Finally, it is concluded that home-school communication, teachers’ and parents’ care in school education have a significant influence on student’s Mathematics Adversity Quotient.

Developing students' core biological literacy is the core task of middle school biology curriculum. The concept of biology is the overall understanding of biology and life, and the foundation and pillar of the core literacy of biology. Based on the analysis of the conceptual system of biology and philosophy of life science, it is determined that biological concepts include the concept of biological essence and the concept of life. Among them, the concept of biological essence points to the understanding of biology; the concept of life points to the understanding of life, mainly including the material view, energy view, information view, evolutionary view, ecological view and system view of life. As an inquiry teaching mode based on Constructivism theory, 5E teaching mode can effectively enhance the learning effect and interest of natural science, and has been widely recognized by the international scientific education community. Effectively combining 5E teaching mode with core literacy of subjects and applying it to teaching practice is expected to promote the cultivation of students' core literacy of subjects and ultimately promote the formation and development of core literacy.

近年来，基于目前基础教育教研活动模式的枯燥与低效，全国多数地区兴起了“辩课”的大潮。所谓辩课，即教师在备课上课或者说课的基础上，就某一主题或教学的重点、难点和疑点等当面提出问题，展开辩论，以加深理解，真正促进上课教师与听课教师的共同提高。[1]辩课是从我国教育实践自发需求中应运而生，它是对传统教研模式的范式突围。然而辩课之后，参与人员的思维是不是在结束的那一刻立即静止了？是不是激烈辩课的告一段落，就意味着教师教学收获的结束？如何将辩课教研体系进一步完善？这些问题值得每一个教育教研工作者去反思。

数学表述能力是以数学语言作为基本元素,对数学知识、数学问题进行准确解释的能力.教师忽视数学表述的积极指导、学生缺乏数学表述的有效训练、教材中缺乏数学表述的直接表述等三个原因导致小学生数学表述能力在日常教学中迷失.在教学中,教师可通过加强数学表述指导、强化数学语言间的互译、扩大数学阅读的视野等策略培养学生的数学表述能力.