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The empowerment of educational reform and innovation through AI technology has become a topic of increasing interest in the field of education. The advent of AI technology has made comprehensive and in-depth teaching evaluation possible, serving as a significant driving force for efficient and precise teaching. There were few empirical studies on the application of high-quality precision teaching models in the field of compulsory education, and the learning difficulty of technology and the teaching burden on teachers have become significant factors hindering the use of technology to support education. This study analyzed teaching models from the perspectives of teachers' teaching burdens and students' learning obstacles, and was committed to relying on intelligent technology to construct a new precision teaching model, an educational diagnosis–feedback–intervention path that covered the entire teaching process, from the dimensions of teacher behavior, student behavior, and parent behavior, aiming to assist teachers in efficient teaching and students in personalized learning. This study was conducted with nine science classes, including about 540 people in the second year of high school at a Middle School in China; six classes were the intervention groups while the last three classes were control groups, and a survey of 19 teachers from the intervention classes was carried out. The results showed that this model can significantly improve students' academic performance in science subjects, especially in mathematics and chemistry. It has increased the proportion of high-achieving students, reduced the proportion of low-achieving students, stimulated students' self-directed learning ability, cultivated a positive attitude towards science learning, and explained the key points of using a precision teaching model in different disciplines. It has achieved a deep integration of education and technology, helping to increase the efficiency and reduce the burden of teaching. [ABSTRACT FROM AUTHOR]

Artificial Intelligence (AI) has had a significant impact on language education, arousing the related studies from different fields and perspectives. However, the extant review articles only focused on a certain aspect in the field, thus neglecting the multi-disciplinary and multi-perspective features of AI-enhanced language education. The aim of the current study is to bridge this gap by reviewing the 812 articles selected from Web of Science via CiteSpace. The study found that the existing studies were mainly conducted from the perspectives of computer science, linguistics and psychology. Besides, the individualized development of language education supported by technology was not obvious, and the degree of human-computer interaction was weak. Moreover, previous studies focused more on the advantages of AI-enhanced language education than the disadvantages, and the empirical research to analyze specific problems was insufficient. In the future, the research tends to strengthen the cooperation among related disciplines and focus on the individualized development of language education. In addition, empirical research should be strengthened to explore the efficiency of AI-enhanced language education in order to promote the reform of language education.

In addition to their primary responsibilities in teaching support, technicians at the National Demonstration Center for Experimental Chemistry Education (Peking University) have been actively encouraged to engage in various endeavors that align with their professional expertise and personal interests. This paper aims to highlight specific approaches that have been implemented in recent years to enhance the technicians' overall competence and foster their individualized growth. These approaches include engaging in teaching practices and reforms, advancing instrument development and enhancement, contributing to laboratory construction initiatives, as well as participating in social service activities. [ABSTRACT FROM AUTHOR]

The empowerment of educational reform and innovation through AI technology has become a topic of increasing interest in the field of education. The advent of AI technology has made comprehensive and in-depth teaching evaluation possible, serving as a significant driving force for efficient and precise teaching. There were few empirical studies on the application of high-quality precision teaching models in the field of compulsory education, and the learning difficulty of technology and the teaching burden on teachers have become significant factors hindering the use of technology to support education. This study analyzed teaching models from the perspectives of teachers’ teaching burdens and students’ learning obstacles, and was committed to relying on intelligent technology to construct a new precision teaching model, an educational diagnosis–feedback–intervention path that covered the entire teaching process, from the dimensions of teacher behavior, student behavior, and parent behavior, aiming to assist teachers in efficient teaching and students in personalized learning. This study was conducted with nine science classes, including about 540 people in the second year of high school at a Middle School in China; six classes were the intervention groups while the last three classes were control groups, and a survey of 19 teachers from the intervention classes was carried out. The results showed that this model can significantly improve students’ academic performance in science subjects, especially in mathematics and chemistry. It has increased the proportion of high-achieving students, reduced the proportion of low-achieving students, stimulated students’ self-directed learning ability, cultivated a positive attitude towards science learning, and explained the key points of using a precision teaching model in different disciplines. It has achieved a deep integration of education and technology, helping to increase the efficiency and reduce the burden of teaching.

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Artificial Intelligence (AI) has had a significant impact on language education, arousing the related studies from different fields and perspectives. However, the extant review articles only focused on a certain aspect in the field, thus neglecting the multi-disciplinary and multi-perspective features of AI-enhanced language education. The aim of the current study is to bridge this gap by reviewing the 812 articles selected from Web of Science via CiteSpace. The study found that the existing studies were mainly conducted from the perspectives of computer science, linguistics and psychology. Besides, the individualized development of language education supported by technology was not obvious, and the degree of human-computer interaction was weak. Moreover, previous studies focused more on the advantages of AI-enhanced language education than the disadvantages, and the empirical research to analyze specific problems was insufficient. In the future, the research tends to strengthen the cooperation among related disciplines and focus on the individualized development of language education. In addition, empirical research should be strengthened to explore the efficiency of AI-enhanced language education in order to promote the reform of language education., Competing Interests: The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper., (© 2024 The Authors.)

Teachers' professional development is influenced not only by the explicit factors of "external dilemma "(environment), but also by the recessive factors of " internal retardation "(self) . In order to examine the nature and motivation of teachers' professional development, the questionnaire surveys and interviews have been conducted among the teachers from five high schools in W city and S city to analyze teachers' individualized development and their dilemmas, The study finds that teacher's career development is faced with multi-dimensional dilemmas such as knowledge ability updating, one-dimensional cascade development and instrumental values. To break through the dilemma of individualized development of teachers in the perspective of career, it is necessary to break the limit of the single role in teacher career development and let teachers move from role playing to role compounding, construct a multi-dimensional cascade teacher development path and let teachers move from development convergence to common development, and reconstruct the values of teachers' "whole career development". [ABSTRACT FROM AUTHOR]