Our country is paying more and more attention to ecological issues. How to put ecological sustainable development in real life is a key problem. This article discusses the significance of integrating ecological sustainable development and college ideological political courses. Therefore, an experiment was designed to analyse the model of ecology and other courses. The final experiment showed the following: (1) The ecological sustainable development model can be well integrated into the students in their courses. Students can freely choose to study some quality assurance thought courses and reinforce their spiritual level. The mentality of this model can also self-optimize to solve students’ troubles in choosing courses and consider the level of students intimately. (2) According to the experimental data of the figures and tables, it is concluded that the form “other professional courses” at my country is still very serious, and the popularization of ideological and political courses is not common, so it is a little troublesome to carry out work, but our system model is very characteristic. With its help, we have obtained the effect of the integration of ecological sustainable development and students’ curriculum. The state has vigorously provided economic support for their development. Under their influence, students have gradually maintained their awareness of protecting the environment. Socioeconomic and environmental conditions are also improving. However, in the future, the times will change, and we will continue to update the system model to adapt to more challenges.
Knowledge sharing not only promotes communication among teachers to achieve self-professional growth but also facilitates knowledge innovation. Thus, knowledge sharing among preschool teachers deserves attention. This study explored the factors influencing preschool teachers’ knowledge-sharing behaviors. A questionnaire was administered to 297 preschool teachers using a Norm Activation Model from a thinking style perspective. Data analysis was performed using partial least square-structural equation modelling (PLS-SEM). The findings indicate that executive thinking style preschool teachers showed a significant positive influence of awareness of consequences; legislative thinking style preschool teachers showed a significant positive influence of awareness of consequences and ascription of responsibility; awareness of consequences had a significant positive influence on ascription of responsibility; awareness of consequences and ascription of responsibility had a significant positive influence on personal norms; and personal norms had a significant positive influence on knowledge-sharing behavior. Meanwhile, the influence of executive thinking style on ascription of responsibility, legislative thinking style on ascription of responsibility, and awareness of consequences on personal norms emerged as significantly different among preschool teachers in two different contexts: interpersonal sharing and Internet sharing. This study confirmed the factors influencing preschool teachers’ knowledge-sharing behaviors from a thinking style perspective and provides suggestions for improving preschool teachers’ knowledge-sharing behaviors.
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