Analysis and Inspiration of the Moral Education of Health and Physical Education Curriculum Standards of Canada's Ontario
Bibliographic record
Abstract
By analyzing the content of health and physical education curriculum standards and its the implementation in Canada's Ontario,the paper finds that Ontario's moral education infiltrates deeply in the health and physical education's curriculum. Its characteristics include: first,from the point of curriculum standard of moral education content,moral education in health and physical education curriculum content of Ontario is developmental,i. e. different grades have different the moral education contents. Second,the moral education contents are closely related with students' life and tightly integrated into students' learning and life; Third,it enables students to learn moral quality by doing; Fourth,the development of moral education is confined to the classrooms,but it extends from schools to families,communities and even the whole society; Fifth,it strives to cultivate the students' ability of creative thinking and judgment. The infiltration of moral education of healthy and physical education curriculum standard of Ontario has the important enlightenment to China's moral education in physical education and health curriculum standards.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.013 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.004 | 0.006 |
| Science and technology studies | 0.008 | 0.004 |
| Scholarly communication | 0.004 | 0.001 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".