An Exploration of Teaching and Learning in the Integration of Preschool Music Curriculum and Mathematical Statistical Analysis Oriented by OBE Concepts
Why this work is in the frame
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Bibliographic record
Abstract
The development of society and the change of the times have brought some degree of change to the development of preschool music classroom. This paper introduces the OBE concept into the education of preschool music course, designs the teaching objectives of the music course according to the guidance of the concept in order to realize systematic teaching, and analyzes the students’ cognition of various dimensions in the preschool music course by using the cognitive level diagnosis method. Based on this method and the Hadoop system, a big data platform for integrated teaching of preschool music course is constructed, and teachers are assisted to intervene in teaching through the platform’s teaching data query, statistics and analysis functions, so as to realize the integrated teaching mode of preschool music course and mathematical statistical analysis. The results of the teaching practice show that after the implementation of the integrated teaching mode, students’ learning attitude towards the preschool music course and their knowledge of music-related knowledge increased significantly (P<0.05), and the level of independent and inquiry learning was also improved. This study can make the teaching of preschool music course more meaningful, more adaptable to the needs of talent training in today's society, and create an integrated teaching curriculum that is more conducive to the cultivation of students' musical literacy and interest.
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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 | 0.006 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 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 it