Generative artificial intelligence,with its unique mechanisms for knowledge generation and evolution,holistically empowers teachers′instructional practices,demonstrating unparalleled advantages in expanding teachers′ knowledge systems,enhancing teaching competencies,and fulfilling emotional needs.However,beneath this wave of innovation lie pedagogical concerns,including the potential erosion of teachers′ critical thinking due to ″intelligentdomestication″,the curtailment of pedagogical autonomy through ″intelligent monitoring″,and the suppression of teacher-student emotional expression within″intelligent interactions″.In order to seize opportunities and resolve crises,teachers should pay attention to integration and innovation in the teaching process and play the role of ″people in the loop″.This entails adhering to the essence of education to achieve human-AI symbiosis and mutual benefit,elevating higher-order competencies to drive the intelligent transformation of teaching,and constructing embodied environments to shape new paradigms of teacher-studentinteraction,so as to create a classroom with vitality,creativity and emotion.

In the context of digital education,digital technologyis integrating and developing with teaching and education,making digital learning as the primary form of learning for learners,and further reconstructing theabilities and competencies required for future talent.The digital learning competence of primary and secondary school students are at the core of their adaptability development in the digital age,possessing threefold value:solidifying the ability to acquire digital information,enhancing the ability to discern digital information,and improving the competitiveness of digital citizens.Bruner′s cognitive structure learning theory posits that learning activities involve threenearly simultaneous processes:acquisition,transformation,and evaluation.The digital learning competence of primary and secondary school students manifests in the acquisition,transformation,and evaluation of digital knowledge,characterizedprimarily by the ability to acquire digital learning resources,process digitallearning information,apply digital learning tools,evaluate digital learning,andreflect on digital learning.To enable primary and secondary school students to effectively utilize digital technology for information acquisition,transformation,and evaluation,their digital learning competence can be developed through thefollowing approaches:improving the digital learning resource supply system via digital resource infrastructure and digital curriculum design;fostering a digitallearning ecological environment through tiered teaching and multi-dimensionallearning facilitation;and constructing a platform for demonstrating digital learning competence based on competency characterization and task-driven activities.This forms a cultivation path for the digital learning competence of primary and secondary school students characterized by ″external support-multiple drivers-practical transformation″.

Generative artificial intelligence(GAI) has empoweredthe reconstruction of English classrooms in primary and secondary schools,offering a new pathway for high-quality teaching development.Taking DeepSeek as anexample,the practical demands of GAI in English classroom reconstruction are directed toward realigning teaching objectives,restructuring content,reorganizing processes,and reshaping evaluations,so as to address the inefficiency of knowledge transmission.The underlying value logic of such empowerment lies in itscapabilities for multimodal generation,dynamic diagnosis,and intelligent feedback,which strengthen intercultural communication and critical thinking throughhuman-AI collaboration,thereby precisely aligning with the cultivation of corecompetencies.Based on this,pathway frameworks are proposed:first,achieving full-element data coordination between ″reducing burden″ and ″improving quality″ to reshape the goals of cultivating core competencies;second,integrating dataand resources across all scenarios to create a dual-space integrated teachingenvironment;third,connecting infrastructure and context data throughout the entire process to innovate multimodal teaching models;fourth,empowering both learning status and academic performance with whole-process data to construct an evaluation approach that integrates data and intelligence;and finally,linking investigation with verification through comprehensive data integration to demonstrate the promotional value of classroom reconstruction.

Proposing a commanding and systematic Chinese teachingphilosophy is an essential requirement for constructing a teaching theory with Chinese characteristics.The philosophy of ″teaching for non-teaching″ represents one such attempt.This teaching philosophy has deep roots in ancient Chinese pedagogical thought.For instance,Confucianism activates intellectual autonomy through heuristic teaching characterized by ″timely intervention″;Mohism cultivates capability autonomy through a practice-oriented approach of ″active adaptation″;Taoism nurtures personal autonomy through the philosophy of ″non-action(wu-wei)″ featuring ″natural restraint″.Each tradition explores the dialectical relationship between the ″boundaries of teaching″ and the ″autonomy of learning″,aiming to achieve the ultimate goal of ″teaching for non-teaching″.The philosophy of ″teaching for non-teaching″ embodies dialectical and inter-subjective philosophical perspectives.Its fundamental tenets include a teleologyfocused on cultivating learners′ capacity for ″self-acquisition″,a process theory emphasizing the ″mutual growth of teaching and learning″ between educators and learners,and a methodology that integrates educators′ ″skillful teaching″ with learners′ ″skillful learning″.This philosophy not only empowers teaching in the digital-intelligence era but also offers new possibilities for practice enriched by digital-intelligent technologies.To effectively implement thephilosophy of ″teaching for non-teaching″ in the digital-intelligence era,educators should strengthen the cultivation of learners′ lifelong learning capacity,dispel misconceptions about ″teaching for non-teaching″,emphasize the artof pedagogical withdrawal,and enhance the quality of learners′ ″self-directedlearning and self-acquisition″.

The knowledge system of Chinese aesthetic education explains the internal mechanisms and operational logic of aesthetic education practices.This system represents not only a creative transformation of China′s accumulated aesthetic civilization but also a systematic grasp of the regularities underlying contemporary Chinese aesthetic education practices.Its construction isessentially an academic revolution that connects history,reality,and the future.Promoting the formation of an independent knowledge system for Chinese aesthetic education is the application of constructing China′s autonomous knowledgesystems within the field of aesthetics education,and constitutes a critical issue that the construction and development of aesthetics education as a disciplinein China must confront.Such an endeavor helps to provide support for the academic construction of indigenous theoretical achievements in aesthetics education,focus on practical issues within the practical field of China′s aesthetics education,and contribute Chinese wisdom to the global production of knowledge in aesthetics education.It holds significant importance for refining disciplinary theories,highlighting the distinctive characteristics of Chinese aesthetics education,deepening aesthetics education reform,serving national strategies,and enhancing the international standing of Chinese aesthetics education.To this end,it isnecessary to operate within the conceptual framework of an ″independent knowledge system″,adhere to its construction principles,and advance the development ofthe ″three major systems″—disciplinary system,academic system,and discoursesystem.This involves grounding efforts in Chinese practice to establish a stanceof independent development;forging indigenous discourse to refine distinctive concepts of aesthetics education;drawing on Chinese aesthetic traditions to highlight theoretical characteristics with national distinctiveness;and maintaininga global perspective to form an open research system,thereby providing path guidance for the high-quality development of aesthetics education in the new era.

As a product of the dynamic interplay between society and its temporal-spatial context,textbook revisions reflect the evolution of educational philosophies and societal demands.With the promulgation of the Compulsory Education Mathematics Curriculum Standards(2022 Edition),the new primary school first-grade mathematics textbook published by Beijing Normal University wasofficially adopted in the autumn of 2024.In particular,the ″Comprehensive and Practical Activities″ domain has strengthened the connection between mathematical knowledge and real-life contexts by adding modules and restructuring its organizational logic,making it a crucial pathway for cultivating students′ core competencies and well-rounded development.However,in actual teaching practice,someteachers,constrained by temporal-spatial inertia,face issues such as ambiguousobjectives,superficial evaluations,and formalized activities in this domain.Taking ″Recording My Day″ from the ″Comprehensive and Practical Activities″ domain as an example,this study adopts a temporal-spatial sociological perspectiveto compare the differences between the old and new textbooks in terms of temporal and spatial changes,revealing the advantages of the new textbook:in the temporal dimension,it highlights qualitative and constructive features,while in the spatial dimension,it emphasizes social and structural characteristics.Based on these findings,instructional recommendations are proposed:reconstructing learningobjectives with a competency-oriented approach,integrating dynamic practice throughout task design,and optimizing evaluation mechanisms through temporal-spatial feedback.

As a key reserve force for the future teaching profession,the learning engagement of pre-service teachers is crucial for their professional competence and future career competitiveness.To examine the impact of theperceived academic competition atmosphere on learning engagement among pre-service teachers,as well as the roles of upward academic comparison and academic buoyancy in this relationship,a survey was conducted among 534 pre-service teachers using the Academic Involution Atmosphere Perception Scale,the Learning Engagement Scale,the Upward Academic Comparison Scale,and the Academic Buoyancy Scale.The results revealed that the perceived academic competition environment hasa significant positive predictive effect on learning engagement,with upward academic comparison playing a partial mediating role between the two.Furthermore,academic buoyancy positively moderated the relationships between the perceived academic competition atmosphere and both upward academic comparison and learning engagement,respectively.It also moderated the mediating effect of upward academiccomparison in this relationship.Therefore,it is recommended to guide pre-service teachers in transforming competitive pressure into motivation for self-improvement,thereby realizing the positive value of upward academic comparison.Efforts should be made to shift their approach from passive competition to active striving,and to help them find a sense of meaning in learning and self-worth through the construction of professional identity.Simultaneously,attention should begiven to providing necessary external support to fully leverage the protective mechanism of academic buoyancy.

Against the backdrop of the new era featuring the reform of educational evaluation and the advancement of educational modernization,provincial enrollment and examination institutions serve as a pivotal link in thenational enrollment and examination system,connecting higher-level policies with local implementation.Their high-quality development is of vital importance tothe quality and effectiveness of educational enrollment and examination work.This article outlines the four core functional roles of provincial enrollment andexamination institutions and analyzes the fourfold challenges they currently face:changes in the scale and diversity of examinee demands,security and operational transformation driven by technological advancements,business transformation prompted by the deepening of educational reform,and heightened societal expectations for educational equity.These challenges highlight the importance and urgency of the transformation of specialization and modernization.On this basis,the article proposes practical pathways centered on enhancing professional capabilities,empowering with modern technology,and constructing supportive systems.The aimis to provide theoretical support and practical references for the high-qualitydevelopment of provincial enrollment and examination institutions,thereby contributing to the establishment of a modern educational enrollment and examinationsystem with Chinese characteristics.

Students′ learning outcomes in college are not only influenced by individual and institutional characteristics but also by the qualityof their college readiness during high school.To explore the relationship between students′ college readiness during high school and their college learning outcomes,this study conducted a questionnaire survey among 825 engineering undergraduates,and analyzed the data through methods such as difference analysis and regression analysis.The findings reveal significant differences in college readiness and learning outcomes among engineering undergraduates based on gender,type of high school attended,and type of university.College readiness has a significant positive impact on the learning outcomes of engineering undergraduates.Among the dimensions of readiness,learning strategies do not significantly affect learning outcomes,while knowledge foundation significantly and positively influencesknowledge acquisition and general learning skills but does not significantly affect the development of social skills.Both learning skills and emotional skills significantly and positively impact all dimensions of learning outcomes.Based onthese findings,the study recommends that high schools should help students strengthen the knowledge and skills necessary for their future college major studies;universities should enhance collaboration with high schools to establish a comprehensive academic support system that facilitates a smooth transition and betteradaptation for students;and students should actively seek external support to improve their self-directed learning abilities and academic resilience.

The construction of first-class disciplines relies onoutstanding strategic planning,with disciplinary development plans serving as acrucial component.The strategic positioning of first-class discipline development should adhere to the life attributes of disciplinary growth:on one hand,it must foster an open and inclusive disciplinary ecosystem to avoid falling into the disorderly competition of excessive involution.On the other hand,it should formulate appropriate strategic plans in line with the life attributes of disciplines,supporting the formation,expansion,and transcendence of potential first-class disciplines.Under the ″Double First-class″ initiative,it is essential to clarify the logical framework of China′s first-class discipline construction strategy.This involves not only anchoring the strategic direction of first-classdiscipline development based on the realities of disciplinary growth,but also seeking suitable value choices for such construction.Additionally,it requires unleashing sustained momentum for first-class discipline development both within and outside the system.Therefore,the strategic positioning of China′s first-class discipline construction should be centered on ″promoting knowledge production″ guided by the value orientation of ″divergent development″ and driven by the key variable of ″sustainable disciplinary life″.