In the process of Chinese-style modernization, the most subtle symptom may be the widening psychological divide between us and nature. "Nature-Deficit Disorder" manifests not only as a series of physical and mental health issues but also as a deep-seated cultural pathology—a widely overlooked cultural complication arising from rapid modernization. This paper challenges the common perception that this issue can be simplified to a reduction in physical contact. Adopting a cultural psychological perspective, it argues that the pathological root lies in modernity's cultural script systematically "depriving nature of meaning". By dissecting the disenchantment of modern narratives, the substitution of embodied experiences by technological media, and the threatening coding of nature in risk societies, this article reveals the distinctive generative logic of this rupture of meaning within the Chinese context. The article concludes that genuine healing cannot rely solely on individual "pastoral fantasies". Instead, it must pursue a systemic cultural reconstruction—spanning meaning reconstruction, embodied practices, and institutional innovation—to address a fundamental question of our era: In an increasingly virtual world, where is the relationship between humanity and nature headed?

To explore the teaching effectiveness of the "Practical Reading and Communication" task group, a questionnaire survey was conducted on 103 fifth-grade students from a primary school in Beijing to diagnose their learning status. The results revealed four major problems among students, namely vague cognition, difficult transfer, disconnected expression, and motivation dependence. In response, based on the backward design theory, a unit teaching plan centered on "Words Blossoming in Writing, Essays Spreading Among All" was constructed. The conclusion indicates that this design, through integrated tasks, progressive learning paths and authentic scenarios, can effectively promote the transformation of knowledge into literacy, providing a specific path for the teaching of task groups.

The normative issues have traditionally been one of the primary subjects of the educational philosophy, and specifically, their impact on learning strategies and cognitive development. Norm conformity does not merely concern the compliance with the standards provided by the external factors, but also approaches the cognitive organization and choice of the strategy to a great extent. This is an experimental psychology research on the role of normative conformity in learning strategy selection and its role in cognitive developments using the techniques of experimental psychology. The study conducted with the help of experimental design investigated the efficiency of learning, strategy choice, and cognitive functioning under normative and non-normative situations in the participants. The findings show that the learning strategies of normative learners were more organized and they were much better performers in terms of both learning efficiency and cognitive tasks as compared to the control group. This paper shows that normative conformity can be effective in enhancing cognitive growth among learners and maximizing the learning strategies and offer new insights and empirical evidence towards normative issues in teaching practices.

This study primarily employs questionnaire surveys and interviews to investigate the current status of school-based family education guidance services in the Guangxi Zhuang Autonomous Region of China. Using this region as a case in point, the study analyzes the overall situation and challenges of such services in ethnic minority areas of central and western China. The findings indicate that although the content of school-based family education guidance services is relatively comprehensive, there remains a gap between service provision and actual needs. Schools have paid attention to special groups such as left-behind children, yet the implementation of related guidance services faces considerable obstacles. Teachers' awareness of legal and policy frameworks concerning family education is insufficient, and their professional competence in providing guidance requires further improvement. Most schools are willing to engage social workers to carry out guidance services; however, the necessary supporting conditions have not yet been adequately established. In addition, the lack of effective financial support for family education initiatives constrains the development of professional teams and the delivery of services. In response to these issues, the study proposes several strategic measures: enhancing the effectiveness of resource integration and constructing a demand-oriented and precision-based guidance service system; strengthening support for special groups and improving the content of guidance services for left-behind children and other vulnerable populations; reinforcing training and supervision to enhance teachers' professional competence and the effectiveness of guidance; improving supporting mechanisms by clarifying employment standards for social workers and detailed provisions for their school-based services; and implementing sustainable funding mechanisms to promote the development of family education guidance teams and the upgrading of service provision.

Under the guidance of Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era and the spirits of the 20th National Congress of the Communist Party of China and all its plenary sessions, and based on the policy requirements of Healthy China 2030 Planning Outline and Opinions on Comprehensively Strengthening and Improving School Physical Education in the New Era, new-quality productivity, with digital technological innovation and optimal allocation of production factors as its core, provides key empowerment for the high-quality development of school physical education. Adopting the methods of literature review, case analysis and logical analysis, this paper takes "new-quality productivity + track and field teaching" as the core retrieval dimension, focuses on the core issue of the digital transformation of track and field teaching, and systematically explores the internal logic and practical path of new-quality productivity empowering the transformation of track and field teaching by combining two typical cases of different school stages and school-running conditions, namely Qingdao University of Technology (higher education institution) and Wuhan No.2 High School (key urban middle school). The study finds that the current track and field teaching faces prominent problems such as unbalanced hardware support, insufficient excavation of data value, weak digital literacy of teachers and lagging evaluation system. Based on the three-dimensional framework of "laborer - means of labor - object of labor" of new-quality productivity, this paper innovatively proposes a four-stage transformation path of "hardware upgrading - data connection - teacher empowerment - evaluation optimization", realizing the combination of qualitative analysis and quantitative demonstration, and the unity of theoretical exploration and practical verification. The innovation of this study lies in taking into account the practical differences of schools at different school-running levels and proposing a hierarchical and classified transformation path, which provides practical reference for primary and secondary schools and higher education institutions to break away from the constraints of traditional models in track and field teaching and implement the Healthy China strategy, and is in line with the conference theme of "New-Quality Productivity Empowering the High-Quality Development of School Physical Education".

This paper, guided by the strategy of industry-academia integration, focuses on the school-enterprise co-construction model of aviation-related professional training bases. By combining the practical development of low-altitude economy in the Chengdu-Chongqing region and the construction experience of universities such as Geely University, it systematically analyzes the core advantages and practical necessity of the co-construction of training bases. Through the combination of theoretical research and practical verification, it improves the management mechanism of the training base featuring "industry-academia symbiosis and school-enterprise collaboration", summarizes practical experiences in equipment sharing, faculty exchange, and course co-construction, and forms an integrated management strategy. Based on industry development needs, it constructs training norms that conform to aviation industry standards, establishes management systems that seamlessly connect with enterprise production, and achieves efficient linkage of teaching resources and industrial resources. This provides a replicable practical path for the construction of application-oriented undergraduate aviation-related training bases.

At present, against the backdrop of the construction of a strong sports country as the core goal, the internal logic of the high-quality development of Wushu is mainly manifested in the national strategies and policies as the core driving force, the demand for cultural inheritance and innovation as the endogenous driving force, the demand for the upgrading of the sports industry as the structural driving force, and the demand for national fitness as the catalytic driving force. Meanwhile, the high-quality development of Wushu is also restricted by such problems as the idle operation of management systems and policies, the conflict between traditional culture and modern culture, and the inadequate industrialization of Wushu. In response to the above dilemmas, this paper puts forward practical paths including constructing a sound policy guarantee system and a modern inheritance system, cultivating new business forms, promoting the integration of sports and education, and innovating communication models.

This paper aims to examine the impact of China's Modern Remote Education Project (MREP) on primary school enrollment using county-level panel data from Shaanxi Province between 2000 and 2008. Since the pilot program was rolled out at different times and in different places, the study employs a Difference-in-Differences (DID) design with an event-study specification to identify dynamic policy effects. Using the logarithm of enrollment as the main outcome, the results show that the distance education pilot did not lead to immediate enrollment expansion but was associated with a short-run decline in primary school enrollment. Heterogeneity analysis reveals that these effects vary substantially across regions. Counties with stronger economies saw significant drops in enrollment, while poorer counties showed smaller effects that were not statistically significant. These findings suggest that the impacts of education informatization policies depend heavily on local fiscal and institutional capacity. The study shows the importance of complementary investments and digitally inclusive policy design to avoid unintended distributive consequences.

Against the backdrop of deepening Ideological and Political Education (IPE) reforms in vocational education, this study focuses on the "value spillover" effect of IPE in higher vocational courses on students' career development planning. Based on career development theory, we construct a theoretical model of "IPE—professional competence—learning interest—career development planning" and employ Structural Equation Modeling (SEM) to analyze empirical data from 449 students across six vocational institutions. The findings indicate that the direct effect of IPE on career development planning is not statistically significant (β = 0.085, p = 0.277). However, a significant indirect effect emerges through dual mediation by professional competence (β = 0.523, p < 0.001) and learning interest (β = 0.323, p = 0.033) (total indirect effect β = 0.846, p < 0.001). Among these, professional competence serves as a "core converter" playing a key mediating role, while learning interest functions as a "catalyst" that activates the subjective initiative of career development. The moderating effect of perceived teaching quality is not empirically supported (p > 0.05), suggesting that the educational efficacy of IPE relies more on long-term value immersion than immediate classroom experience. This study, for the first time, reveals the mechanism by which vocational education IPE "implicitly empowers" career development, confirming that it facilitates the transformation from "integration of ideological and political elements" to "enhancement of professional competence" through a synergistic pathway of shaping professional values, cultivating career abilities, and activating learning motivation. The findings provide practical guidance for vocational institutions in constructing "industry-education integrated learning communities", "embodied teaching models", and "developmental evaluation systems", thereby supporting the cultivation of technologically skilled talent with both moral and technical competencies and offering empirical support for theoretical innovation and practical reform in IPE within vocational education.

This study investigated the dynamic changes in five Achievement Emotions—enjoyment, pride, anger, anxiety, and shame—among compulsory education students in the Guangdong-Hong Kong-Macao Greater Bay Area before and after the implementation of the "Double Reduction" policy in China. Based on longitudinal data collected from multiple waves between 2017 and 2025, repeated measures ANOVA was employed to analyze emotional trajectories. The results showed that in the initial stage of policy implementation, students' enjoyment significantly increased and anger significantly decreased. However, in the later stage, anxiety continued to rise, while shame and anger showed signs of resurgence, indicating that emotional improvement was not linear or sustained. The trajectories of the five emotions exhibited diverse patterns, including V-shaped, Λ-shaped, U-shaped, L-shaped, and continuously increasing trends. This study reveals the complex effects of policy intervention on students' achievement emotions and highlights the need for educational practices to address students' latent stress and emotional regulation needs beyond simply reducing academic burden.