School and Teacher Partnerships at the Memphis Brooks Museum of Art

This chapter examines educational programming at the Memphis Brooks Museum of Art. The educational value of single and multi-visit field trips is discussed. The author shares how the Brooks structures its STEAM field trip and provides instructions for an art making activity. The community impact of the Mid-South Scholastic Art awards is explained. Consideration is given to the importance of designing museum programming aligned to state curriculum standards. Examples of teacher workshops are provided. Best practices for successfully welcoming school groups to the museum environment are also shared.

“Who to Cultivate?”: A Study on the Changes in Primary School Language Education Goals in the Curriculum Documents

What kind of person is the root of education? What kind of person embodies the essence of education and the direction of education? The goal of education cannot be solved without specific courses and disciplines. This study is carried out to characterize the Chinese curriculum standards (syllabus), review the founding of New China over 70 years of primary school Chinese curriculum, and outline an education picture from the “curriculum” itself to “individual students,” from “single” to “compound,” and from “present” to “future.” It has been concluded that the pursuit of national characteristics, the exploration of a wholesome personality, and the prospect of new people of the times are the internal evolution logics of primary school Chinese education.

Cultural Infiltration of Foreign Literary Works in Senior High School Chinese Textbooks

Foreign literary works are an important part of Chinese textbooks in high schools. However, the exam-oriented education results in a marginalized and unsatisfactory teaching of foreign literary works. Based on the high school Chinese textbook by PEP (People’s Education Press), teaching practices, and requirements of the new curriculum standards, this article analyzes the foreign literary works in the textbook, explores its value and the infiltration of cultural spirit in teaching, discusses the problems in teaching, as well as provides suggestions to them in hope to gain attention in the teaching of foreign literary works, broaden students’ horizons, and cultivate their humanistic spirit.

Deepening the Understanding of Mathematics with Geometric Intuition

Geometric intuition is one of the core concepts introduced by the new mathematical curriculum standards. It aims to use intuition and intuitive materials to deepen the understanding of mathematics in mathematical cognition activities. It does not only play a role in the learning of “graphics and geometry,’ but its’ irreplaceable role also involves the whole process of mathematics education. Therefore, if teachers can skillfully use geometric intuition in the teaching process, classroom efficiency will be greatly improved.

THE ALIGNMENT BETWEEN THIRD-GRADE PRIMARY SCHOOL SCIENCE TEXTBOOKS AND CURRICULUM STANDARDS IN CHINA AND JAPAN

This study applied the Porter’s alignment model to construct a localized two-dimensional framework based on Anderson's taxonomy. The research chose the third-grade primary school science textbooks from two representative presses in China and Japan, coded the textbooks and curriculum standards, calculated the alignment level between the textbooks of the two presses and their corresponding curriculum standards, and discussed the alignment level from the topic, cognitive demand, and emphasis. The results show that the B version in Japan is significantly aligned with the Japanese curriculum standard, but the A version in China does not have significant alignment with the Chinese curriculum standard. Besides, a common problem is that the ratios of life science in sample science textbooks both exceed the requirements of the curriculum standards, and the problems of exceeding the standard in cognitive demand and not highlighting the key points also need to be concerned. This study provides ideas and references for countries with similar educational situations to study the compilation of science textbooks and fills up the deficiency of the international comparison of the alignment between primary school science textbooks and curriculum standards by using the alignment model. Keywords: alignment evaluation, content analysis, curriculum standards, primary school, science textbooks

Gender, education and men's health: some approaches on formation

Social, political and cultural roles are in a continuous process of reconstruction. In this sense, relevant reflections on the production of masculinity and gender conceptions are necessary. Understanding how professionals are trained and how the current curricula are arranged will help us to understand how much gender constructions influence this process. We aimed to analyze the training of professionals on Men's Health, with regard to theoretical-practical perspectives and their relationship with training in gender and its specificities. Studies show that there should be a better preparation of users and professionals in the area to serve men in services. Satisfactory curriculum standards and qualified professionals are indispensable to achieve the completeness of the contents. It is identified the need to promote changes in professional training in order to bring it closer to the concepts and principles that will enable universal and integral attention of the subjects, including gender issues.

Disaster Risk Reduction Education in School Geography Curriculum: Review and Outlook from a Perspective of China

In order to investigate the content evolution of Disaster Risk Reduction (DRR) in the school geography curriculum in China, this research used the five dimensions of DRR learning framework, namely knowledge, response, action, participation, and integration, as a platform and a conceptual premise upon which to review the primary and secondary school geography curriculum standards from 1986 to the present. Geography as a carrier subject had been an integration approach of DRR in the national curriculum in China. Using the method of qualitative content analysis with the support of the software NVivo 12, we came to the following results: the DRR-relevant content in the geography curriculum standards that used for analysis in this research had undergone constant changes and finally reached a relatively stable state; the changes of DRR-relevant contents in primary school, middle school, and high school curriculum presented different characteristics. In the future geography curriculum reform, it is necessary to realize that the term disaster does not describe the natural event per se, but instead its impact on/consequences for infrastructure and society. It is bound to add more DRR-relevant content that belongs to the “action” dimension and the ‘participation’ dimension, especially at the primary and middle school stages, and to systematically incorporate the DRR-relevant content of the “integration” dimension into the school geography curriculum.

Exploration and Practice of the Integration of Curriculum Ideology and Politics with Middle School English Teaching

There is no platform and mechanism for the integrated construction of curriculum content. This is reflected in the layout of the syllabus, curriculum standards, teaching objectives, and teaching content of universities, middle schools, and primary schools, and the overall arrangement has not yet been formed. Secondly, the content of ideological and political courses is duplicated. Third, there are gaps in the content of ideological and political courses. Finally, the content of ideological and political courses is inverted. Although the content of the ideological and political course as a whole embodies the line of understanding from low to high, from concrete to abstract, the phenomenon of abstract in primary schools and normative and concrete in universities still exists to varying degrees.