An Investigation into the Factors Influencing Secondary School Students’ Deep Learning of English in a Dual-Line Blended Teaching Model

With the development of information technology, online teaching has gradually developed to the stage of dual-line blended teaching, but the current development level is not yet high, and it is not deeply integrated with subject teaching. This study aims to clarify the factors influencing secondary school students’ deep learning of English under the dual-line blended teaching mode. To this end, the article first proposes a hypothesis on the factors influencing secondary school students’ deep learning of English in a dual-line blended teaching model. The article then used questionnaires and structural equation modelling to test the hypotheses and validate the model. The results found that: secondary school students’ English deep learning level is moderate; deep learning is influenced by student factors, teacher factors, interaction factors and environmental factors. Finally, the article proposes suggestions for improving the four factors: students, teachers, interaction and environment, to promote the development of a t dual-line mixed-integration teaching model, cultivate secondary school students’ higher-order thinking skills, develop their English core literacy, and thus achieve meaningful learning

An Investigation into the Factors Influencing Secondary School Students Deep Learning of English in a Dual-Line Blended Teaching Model

With the development of information technology online teaching has gradually developed to the stage of dualline blended teaching but the current development level is not yet high and it is not deeply integrated with subject teaching This study aims to clarify the factors influencing secondary school students deep learning of English under the dual-line blended teaching mode To this end the article first proposes a hypothesis on the factors influencing secondary school students deep learning of English in a dual-line blended teaching model The article then used questionnaires and structural equation modelling to test the hypotheses and validate the model The results found that secondary school students English deep learning level is moderate deep learning is influenced by student factors teacher factors interaction factors and environmental factors Finally the article proposes suggestions for improving the four factors students teachers interaction and environment to promote the development of a t dual-line mixed-integration teaching model cultivate secondary school students higher-order thinking skills develop their English core literacy and thus achieve meaningful learnin

On-the-job learning and earnings

A simple model of informal learning on-the-job which combines learning by oneself and learning from others is proposed in this paper. It yields a closed-form solution that revises Mincer-Jovanovic's (1981) treatment of tenure in the human capital earnings function by relating earnings to the individual's learning potential from jobs and firms. We estimate the structural parameters of this non-linear model on a large French survey with matched employer-employee data. We find that workers on average can learn from others ten percent of their own human capital on entering the firm, and catch half of their learning potential in just two years. The measurement of worker's learning potential in their jobs and establishments provides a simple characterization of primary-type and secondary-type jobs and establishments. We find a strong relationship between the job-specific learning potential and tenure. Predictions of dual labor market theory regarding the positive match of primary-type firms (which offer high learning opportunities) with highly endowed workers (educated, high wages) are visible at the establishment level but seem to vanish at the job's level.Human capital, earnings functions, informal training, learning from others, learning by oneself, returns to tenure, dualism.

Selection pressure and organizational cognition: implications for the social determinants of health

We model the effects of Schumperterian 'selecton pressures' -- in particular Apartheid and the neoliberal 'market economy' -- on organizational cognition in minority communities, given the special role of culture in human biology. Our focus is on the dual-function social networks by which culture is imposed and maintained on individuals and by which immediate patterns of opportunity and threat are recognized and given response. A mathematical model based on recent advances in complexity theory displays a joint cross-scale linkage of social, individual central nervous system, and immune cognition with external selection pressure through mixed and synergistic punctuated 'learning plateaus.' This provides a natural mechanism for addressing the social determinants of health at the individual level. The implications of the model, particularly the predictions of synergistic punctuation, appear to be empirically testable