International Educational Research

Research on the Teaching Design of Deep Learning in High School Mathematics Based on Problem Solving — Taking the Law of Total Probability as an Example

Chang Jin — 2025-07-07

With the rapid development of information technology and artificial intelligence, deep learning has gradually become a major research focus in the field of education. This paper designs an innovative teaching plan for high school mathematics based on problem-solving, using the law of total probability as an example. It is widely agreed that deep learning requires students to face challenging problems and understand the knowledge in the process of solving them. Studies show that problem-oriented teaching strategies can stimulate students’ mathematical thinking and promote deep understanding of concepts and formulas. Through case analysis, this research proposes an effective classroom approach for deep learning in teaching the law of total probability, aiming to improve students' mathematical competency.

Research on Teaching Questioning in High School Geography Classroom Based on Geography Core Literacy

Liu Bin — 2025-07-07

As the core of high school geography education, the success of core literacy in geography is closely connected to the design of questions in class. In current teaching, it is hard for fragmented questioning to carry the goals of regional cognition and holistic thinking; Places, detached from life contexts, give geography little practical power in action; And a one-way question and answer mechanism neglects our capacities to penetrate the concept of human-earth coordination. In this paper, we analyse the pain points along the lines of questioning the latest goals, authenticity in context and imbalanced mechanisms of interactions, and then we suggest the following reconstruction of the chain of questions with literacy features as an anchor point: activating spatial thinking through real situations, develop holism through follow up questioning, and deepen human-earth cognition with dynamic feedback. Innovation in classroom questioning does not only mean optimising methodology, it is leap crossing geography education from a knowledge transfer to a literacy generation approach.

Strengthening the Legalization of University Management to Prevent and Control Dispute Risks: From the Perspective of Student Management

Mengying Li — 2025-07-11

This paper focuses on the process of legalizing university management from the perspective of student management, and explores in depth how to prevent and control dispute risks. By elaborating on the concept, theoretical basis, and practical significance of the legalization of university management, it reveals the challenges faced by current student management on the path of legalization, including deviations in management concepts, imperfect institutional systems, non-standard implementation of procedures, and inadequate rights relief mechanisms. Through in-depth analysis of three practical cases—"Tian Yong v. University of Science and Technology Beijing," "Liu v. a University in Nanjing," and "He v. a University in Wuhan"—the root causes of the problems are further clarified. It then proposes measures such as constructing a scientific system of management concepts, improving student management systems, strengthening the implementation of procedural justice, improving rights relief mechanisms, and enhancing the construction of a legal culture. These measures aim to enhance the level of legalization in university management, effectively prevent and control dispute risks in student management, promote the harmonious and stable development of universities, and achieve the goal of educating people.

Policy-Driven Ten-Year Evolution of Inclusive Education in China (2015-2024) - Achievements, Challenges and Prospects

Xiaoxin Shi — 2025-07-11

This study provides a comprehensive overview of the policy-driven development of Inclusive Education in China from 2015 to 2024. A thorough analysis of the policy texts reveals a shift in the policy goal from the mere presence of school to the imperative of 'suitable integration', accompanied by a synergistic effect arising from the policy tools employed. Drawing upon education statistics, the analysis delves into the past decade's expansion in scale and structural optimisation within the domain of special education. Additionally, it outlines the advancements in practice across four key domains: the dissemination of concepts, the establishment of systems, the allocation of resources, and the training of teachers. The study also highlights the disparity in the quality of education, the inadequacy of support systems, and the disparate development across regions. The study utilises education statistics to analyse the expansion and structural optimisation of special education over the past decade. It elaborates on the progress of practice in the four dimensions of concept dissemination, system construction, resource allocation, and teacher training. The study identifies issues of uneven quality of education, weak support systems, and imbalance of regional development. It also puts forward countermeasures and suggestions for deepening the recognition of the concept, perfecting the policies and regulations, optimising the resource allocation, and reinforcing the teacher training. The objective of the present study is to provide academic support for the high-quality development of Inclusive Education and fair and quality education for children with disabilities.

Curriculum Ideology and Politics in High School English Reading Classes: A Case Study of Unit 4 in PEP Compulsory English Book 2

Binxun Yue — 2025-07-12

Based on the perspective of disciplinary core literacy, this paper explores the practical integration of curriculum ideology and politics (CIP) in high school English reading and thinking classes. It first analyzes the theoretical significance of combining CIP with the cultivation of English core competencies—language ability, learning strategies, cultural awareness, and thinking quality—highlighting how this integration promotes students’ comprehensive development and value formation. Taking the Reading & Thinking section of Unit 4 in Required English Book 2 by People’s Education Press as a case study, the paper proposes teaching strategies including precise goal setting, in-depth mining of ideological and political elements in textbooks, and embedding value guidance throughout the teaching process. The practice demonstrates that these strategies effectively realize the organic fusion of disciplinary literacy and CIP, enhancing both students’ language skills and moral qualities, and advancing the educational mission of fostering well-rounded talents with international vision and social responsibility in high school English education. This study offers practical examples for English teachers to implement CIP and enriches the theoretical and practical framework of curriculum ideology and politics in language teaching.