World Journal of Educational Research (WJER) is an international, Refereed, double-blind peer-reviewed, open-access journal published by Scholink. The mission of WJER is to provide a high-level platform for experts and scholars all over the world to share their latest ideas in the field of education and foster the prosperity of the discipline. We would welcome scholars and researchers engaging in the related field to submit your manuscripts to WJER. Both of online submission and E-mail submission (wjer01@scholink.org or wjer@scholink.org) are acceptable. ------------------------------------------------------------------------------ The journal includes, but is not limited to the following fields: Education in Preschool Education Primary School Education Secondary School Education High School Educational Technology Educational Leadership Teaching Learning Skills and other relevant fields ------------------------------------------------------------------------------ Index/List/Archive CrossRef CNKI Scholar Google Scholar WANFANGDATA LOCKSS ResearchGate academia.edu WorldCat PubMed Journal Research.com PKP Open Archives Harvester EBSCOhost OALib Sciencegate Electronic Journals Library (EZB) LinkedIn Open J-Gate NewJour Sherpa-Romeo Standard Periodical Directory AMICUS Bielefeld Academic Search Engine (BASE) Refseek academic search engine Yahoo Research Bib Library and Archives Canada Directory of Research Journals Indexing Electronic Journals Librar Journal seek JournalTOCs Lycos Zeitschriftendatenbank (ZDB) Base Search Scientific Indexing Services (SIS) ISSN PORTAL Refereed Journal: World Journal of Educational Research is a Refereed Journal. Open access: World Journal of Educational Research is available online to the reader "without financial, legal, or technical barriers other than those inseparable from gaining access to the internet itself." Peer review: World Journal of Educational Research takes peer review policy. Peer review is the evaluation of work by one or more people of similar competence to the producers of the work (peers).
Authors who publish with this journal must agree to the following terms: Authors should promise that their works are entirely original, and all the references in their works should be appropriately cited or quoted. The works have not been published previously. The behavior of submitting the same work to other journals is unacceptable. The journal editor has the right to edit the format of works.
Research on Difficulties and Breakthrough Strategies of Senior High School Mathematical Modeling Teaching
As one of the basic qualities required for talent cultivation in the context of social development in the new era, “mathematical modeling” has gradually risen in status in mathematics curriculum standards and attracted increasing attention from the mathematics education community. Domestic discussions and calls for mathematical modeling teaching have also been on the rise. However, in reality, both teachers and students face difficulties in effectively carrying out mathematical modeling teaching. Based on existing research, this paper analyzes the main difficulties encountered by these two groups (teachers and students) in the actual process of mathematical modeling teaching, and puts forward targeted breakthrough strategies for each difficulty: Teachers should correct their understanding of mathematical modeling and improve their own mathematical modeling competence; Students should have a clear understanding of their own actual situation and formulate appropriate requirements and learning plans for mathematical modeling.
Copyright (c) 2025 Hongfang Zhu, Hongyu Zhu http://creativecommons.org/licenses/by/4.0
Scattered Notes on Reading Mr. C. K. Yang’s Religion in Chinese Society
Why C. K. Yang’s classic work Religion in Chinese Societyis considered a “biblical”-level sociological classic in the study of Chinese religion stems mainly from its three core contributions: First, a unique dynamic research perspective.Unlike previous studies that focused on historical textual criticism or philosophical speculation, C. K. Yang viewed religion as a dynamic, functional component within Chinese social life, vividly depicting the complex interactive relationships between religion and secular institutions such as the family, socio-economic groups, and state politics.Second, profound historical consciousness and methodological innovation.Yang's research is permeated with a clear historical awareness, treating tradition and modernity as interconnected wholes rather than ruptures. He creatively employed the conceptual pair of "institutional religion" and "diffused religion" to effectively explain the characteristic integration of Chinese religion into the secular social order, avoiding the barriers and misunderstandings inherent in models based on Western institutional religion.Third, academic practice that actively responds to issues of the era.Set against the historical backdrop of the “impact-response” model in Western Sinology, Yang’s research was not only a scholarly refutation of claims like Liang Qichao’s that “China has no religion”, but also embodied how that generation of intellectuals, amidst epochal changes, used academic research to explore the fundamental question of “Whither China?” It reflects a deep sense of “scholarly concern for the world”. In conclusion, Yang’s work transcends the mere study of religion; its ultimate goal is to use religion as a methodto profoundly understand Chinese society itself. This broad vision ensures the enduring relevance of his academic legacy.
Copyright (c) 2025 Gao Li http://creativecommons.org/licenses/by/4.0
Research on Deepening Comprehensive Educational Reform in Yiyang
Education serves as a national priority and a strategic imperative for the Party, forming the bedrock of national rejuvenation and social progress. As China navigates a pivotal phase toward the great rejuvenation of the Chinese nation, the demand for high-quality education has reached unprecedented levels. Yiyang City, a key prefecture-level city in central China, faces both historic opportunities from national education reforms and persistent challenges including uneven development and resource allocation. Deepening comprehensive educational reform has become essential for Yiyang to overcome developmental bottlenecks, enhance its core competitiveness, and meet public expectations for quality education. This study systematically analyzes the current status and challenges of Yiyang's educational development, proposing strategies for comprehensive reform through multiple dimensions including educational equity, quality enhancement, system development, faculty capacity building, and modern governance. The research aims to provide theoretical references and practical guidance for advancing the scientific development of Yiyang's education sector.
Copyright (c) 2025 Yirui Liang, Jinkai Shu, Zhi Huang http://creativecommons.org/licenses/by/4.0
Exploration and Practice of Teaching Reform of AI Empowerment
With the rapid development of artificial intelligence technology such as large language model, the professional development of software engineering is undergoing profound changes. There are some problems in the teaching of traditional software engineering course, such as boring theory and few practical links. This study uses AI tools to empower teaching, runs through real project cases in teaching, and reconstructs teaching content according to students' learning characteristics. By deeply integrating AI tools into the software life cycle of software projects, such as requirements analysis, system design, coding, testing and document writing, the curriculum team builds a mixed teaching mode of “theory leading, tool empowerment and project driving”. The teaching practice of one semester shows that the reform can effectively stimulate students’ interest in learning, improve their engineering practice ability, man-machine cooperation ability and critical thinking, and significantly improve the project completion and code quality, which provides a reference path for training software engineering talents to meet the needs of the intelligent era.
Copyright (c) 2025 Xiaoyan Hou, Nan Chen, QinChuan Lei, Pengteng Huang http://creativecommons.org/licenses/by/4.0
Analysis of the Research Path of Foreign Language Teaching from the Perspective of Ecological Linguistics
This study constructs a foreign language teaching framework based on ecolinguistic theory. In the context of contemporary globalized education, traditional English teaching models show ecological imbalance issues. To address this challenge, the research reviews the developmental trajectory of ecolinguistic theory, commencing from Haugen's concept of "language ecology" and extending to Halliday et al.'s critical research paradigm. Building upon theoretical exploration, this study extensively incorporates research achievements from Chinese scholars, proposing an operational research pathway, including holism, dynamism, interaction and situatedness. Through systematic methodological construction, the study provides innovative approaches for diagnosing practical issues in foreign language teaching. Simultaneously, it offers practical solutions for establishing a sustainable foreign language teaching ecosystem.
Copyright (c) 2025 Weihang Cai http://creativecommons.org/licenses/by/4.0
Research on the Construction and Effect Evaluation of Blended Teaching Model Based on Competence Paradigm—Taking Intermediate Financial Accounting as an Example
With the digital economy era placing higher demands on the competency structure of financial management professionals, we must develop a teaching model centered on cultivating students’ abilities. However, issues such as “emphasizing journal entry memorization over practical application” and “disconnected online and offline content” persist in the teaching of *Intermediate Financial Accounting*. This study guides undergraduate students majoring in financial management within the School of Economics and Management by adopting the OBE philosophy and the “core financial competency cultivation” paradigm to construct a hybrid teaching model integrating “objectives—content—implementation—evaluation” dimensions. Two parallel classes (40 students each) from a university's financial management major were selected, with the experimental group using this model and the control group employing traditional hybrid teaching. A comparative analysis was conducted on students’ financial expertise, practical operational skills, and teaching satisfaction. Results showed that the experimental group scored significantly higher than the control group in competency assessments such as financial statement preparation and complex transaction accounting (P<0.001), with teaching satisfaction reaching 94.8%. The study demonstrates that this model effectively enhances the accounting practical skills of financial management undergraduates, providing practical reference for the teaching reform of *Intermediate Financial Accounting*.
Copyright (c) 2025 Li Hui, Zhang Hui, Zhang Qian http://creativecommons.org/licenses/by/4.0