Educational equality is seen as the cornerstone of social justice. Likewise, ensuring the equality of teacher-student interaction in the classroom plays a crucial part in meeting the requirements of social justice. In college English classroom, teachers are expected to provide students with equal opportunities to interact with one another through communicative and collaborative activities so as to give the full play of students’ potential. However, it is worth noting that the unequal status in current teacher-student interaction may pose serious threat to the implementation of educational equality in higher education system. Therefore, taking the 85 students of Zhejiang Yuexiu University as research participants, the study, spanning from September 2019 to January 2020, is designed to investigate the factors that influence teachers’ educational equality mindset and to assess whether the significant difference between these variables and inequality in classroom interaction exists by adopting the research instruments of classroom observation, interview and questionnaire. The data collected reveal that the inequality can be discerned in teacher-student interaction in college English classroom, for the teacher’s questioning times, question types, and feedback types are closely associated with the differences of genders, personalities, regions and English levels of students. In addition, the root causes for the inequality are also examined discreetly from multi-perspectives through interviews on both teachers and students for better proposing some effective strategies to minimize educational inequality and facilitate students’ development in positive directions in college English education.

The aim of this study was to undertake research on the building of an active learning physical course that can improve the problem-solving ability of college students majoring in physical education. The study applied a quasi-experimental design, and the participants were 60 Chinese college students. The experimental class consisted of 30 students, who were subjected to active learning methods for 8 weeks, totaling 32 class hours, and the control class without intervention consisted of the other 30 students. The Problem Solving Inventory was applied to the pre- and post-tests. The result showed that problem-solving ability of college students majoring in physical education was significantly improved in the experimental class after the treatment.

Backgrounds and Aims Though EFL teachers now generally hold an equity-oriented mindset, they are often blamed for not implementing equitable practices in the actual teaching. The contributing factors causing cognition-practice inconsistency should be recognized and highlighted to ensure equitable teaching. Therefore, by taking an interpretative qualitative approach, this study explored in-depth the contributing factors that caused the mismatch between EFL teachers’ equity-oriented cognition and practices. Methods We adopted classroom observation and stimulated recall interviews with 10 university teachers to examine the contributing factors that lead to cognition-practice inconsistency. Results Our results showed two experiential factors (unpleasant schooling experiences and limited effective training) and five contextual factors (unfavorable student factors, inharmonious classroom climate, toxic school contexts, equity-deficient education system, and negative social cultures) mediated the relationship between teachers’ equity-oriented cognition and practices. Conclusion The findings shed light on an association between influential factors and teachers’ equity-oriented cognition-practice mismatch. Moreover, an equity-oriented teaching framework was thus proposed to help eliminate the constraining effect of these factors.

Nuclear energy, to some extent, has made great contributions to the electronic industry when the fossil fuels are decreasing. Therefore, scientism drives man indulged in his discoveries about nuclear energy, naively believing the nuclear power as an alternative energy for it is reliable, clean, secure and economical. After the nuclear accidents which happened in the Three Mile Island and Chernobyl, especially March 2011, the world-shocking earthquake happened in Japan as well as the nuclear leakage in Fukushima nuclear plant led us to reconsider the development and application of the nuclear energy. From our perspective, how to develop the nuclear energy depends on people’s attitude towards modern science and technology. Man should step out of the limit of scientism, be aware of how much science and technology can do on human beings’ progress under the guideline of the holism that complies with nature, and how application of the nuclear energy goes well with the whole ecological system rather than partially exaggerate its achievements against nature.