Sensing the Poetic Habitat – A Study of Middle School Chinese Teaching from the Perspectives of Life Aesthetics

The concept of life aesthetics reflects an individual’s cry for life and pursuit of beauty, inspiring individuals to discover their spiritual home, sense their poetic habitat, and enjoy the beauty of life flowing from their fingertips. Chinese education, viewed through the lens of life aesthetics, is founded on the natural characteristics of life, stimulating the aesthetic sense of individual life through the allure of language, and teaching students to view life through the aesthetic lens as well as from an understanding of life’s essence. Teachers and students are required to take an aesthetic view of life as theoretical guidance, based on core Chinese literacy, with textbook contents serving as carriers and classroom instruction as the position, closely connected to students’ actual lives, in order to help stimulate aesthetic experience among students, improve their aesthetic ability through aesthetic activities, and thus establish a correct view of life.

Assessing the Extent of Application of Competency Based Education and Training Approach in Classroom Instruction in Technical and Vocational Education Training Institutions in Kenya

Aims: The major purpose of this study was to assess the extent of application of CBET approach in classroom instruction Study Design: The study utilized the descriptive survey research design. Place and Duration of Study: The study was undertaken in TVET institutions in the North Rift Region, Kenyabetween March 2021 to June 2021. Methodology: Purposive, stratified and simple random sampling was used to sample 280 respondents.The study included 280 respondents of which 152 were males and 128 females with an age range of 35 – 56 years. Results: This study targeted Principals, 6 Industrial Liaisons Officers (ILO), 285 trainers’ and 18 Industrial Supervisors who were associated with either TVET institution or industry. Fromitheitotalisampleisize of 285, 98.2% representing 280 questionnaires for trainers were positively responded to the case request. Findings showed that application of classroom instruction has a moderate positive and significant influence on integration of CBET approach in TVET institutions (r = .476, P< 0.001). Conclusion: The present study rejected the null hypothesis and concludes that the relationship is statistically significant. The sample data support the notion that the relationship between the independent variable and dependent variable exists in the population of TVET institutions in the North Rift. Thus the hypothesis (Ho1) was rejected. This implies that application of classroom instruction influences integration of CBET approach in TVET institutions.

Research-to-Resource: Rethinking Method Course Instruction

Music education method courses include pedagogical content essential for successful classroom instruction. Preservice music educators, however, have expressed concerns with their method course experiences. Researchers have found that modeling, peer teaching experiences, various forms of feedback, and video recordings can help improve undergraduates’ teaching skills development. This research-to-resource article provides example applications and recommendations for enhancing preservice music educators’ method course experiences.