Probe into the High School English Teaching Model With Core Competencies as the Lead
Bibliographic record
Abstract
Purpose: This article aims to provide a review of the core competencies of the new national curriculum program and standards for high school education announced in January 2018 and it tries to explore the innovative high school English teaching model of online independent learning before class, online and offline blended-learning, and online summary evaluation after class. To further improve the English teaching level of senior high school and cultivate students’ core English literacy. This will enrich and develop research results in this field and open new perspectives and ideas for subsequent research. Design/Approach/Methods: Applying textual analysis, this article interprets the teaching methods’ changes with the new national curriculum program and standards and further discusses these changes based on blended-learning theory. Findings: Corresponding to the international trends on core competencies, China takes a further step and designs English subject core competencies to apply to the English class. It is meaningful and reasonable to adopt this teaching model in high school. Originality/Value: This article might combine new national curriculum programs and standards for high school education and blended-learning to nurture the English core competencies.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.002 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 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 teacher head, 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".