This study systematically reviews empirical literature from 2014 to 2024 on interactive parent-child shared reading and vocabulary development in preschool children, both domestically and internationally, employing a combination of quantitative and qualitative analysis to explore the mechanisms through which such reading influences vocabulary acquisition among children aged 3–6. The findings indicate a significantly positive correlation between interaction frequency and vocabulary development (effect size d = 0.82). Among various interaction strategies, open-ended questions were shown to increase new vocabulary acquisition by 12%–18%, and the "questioning + role-playing" model resulted in significantly higher vocabulary retention compared to silent shared reading. From a linguistic perspective, interaction mechanisms such as "scaffolded input" and "comprehensible output" align with Vygotsky's Sociocultural Theory and Krashen's Input Hypothesis. By integrating age-specific interaction strategies, this study offers a theoretical foundation and practical guidance for family-based vocabulary education.

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Against the backdrop of cultivating core competencies, problem-solving ability has become an indispensable quality for the well-rounded development of primary school pupils. However, traditional teaching models exhibit limitations in favoring theory over practice, rendering them inadequate for nurturing this competency. Consequently, this study employed an adopted experimental design involving 60 Year 4 pupils to investigate the impact of project-based learning on primary pupils' problem-solving abilities. Thirty pupils formed the experimental group, undertaking an interdisciplinary project-based learning activity themed around "Designing the Shiziyang Bridge." The remaining thirty pupils constituted the control group, engaging in traditional lecture-based instruction. Both groups received identical teaching content and lesson hours. Data for effectiveness evaluation were collected through scale assessments, observation, and semi-structured interviews. Results showed no significant differences between groups in pre-experiment total problem-solving scores or sub-dimensions (P>0.05). Post-experiment, the experimental group demonstrated significantly higher scores than the control group in problem-solving quality (13.37 ± 1.829 > 11.23 ± 1.794) and significantly outperformed the control group (P < 0.001). This study demonstrates that project-based learning effectively improves primary pupils' problem-solving abilities, offering practical guidance for cultivating core competencies and innovating teaching methods.

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With the advancement of urbanization in China, a large number of rural residents have migrated to cities for work, resulting in a sizable group of migrant children who accompany their parents. However, these children often struggle to genuinely integrate into urban life and continue their education. This study adopts a qualitative research approach and, through an analysis of relevant policies and existing literature, seeks to understand how institutions and social norms jointly shape the educational spaces of migrant children. It can be concluded that such barriers arise not only from the household registration system but also from societal moral judgments regarding "who should live where," ultimately shaping a distinctive spatial configuration. The interplay of institutional frameworks and social perceptions has gradually positioned counties as the spatial locus for accommodating the educational needs of migrant children.

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In the context of globalization, oral English proficiency has become increasingly important, and the junior high school stage is a crucial period for cultivating students' oral English skills. However, traditional English oral teaching lacks real-life contexts, monotonous teaching methods, and insufficient personalized guidance. Artificial intelligence has injected new vitality into multimodal teaching and provided new solutions to these problems. This study adopts a literature review method, systematically retrieved mainstream databases such as CNKI, Science Citation Index, and Google Scholar, and reviewed relevant literature on artificial intelligence, multimodal teaching, English oral teaching, and junior high school English published in the past decade. It analyzed the theoretical basis, the current status of application, the impact on students' oral English, and the existing challenges. This study shows that multimodal teaching based on artificial intelligence is based on constructivism, situated cognition, and input-output hypotheses. It creates a virtual, immersive environment and provides personalized support and intelligent feedback, thereby effectively improving students' oral skills and their willingness to communicate. However, there are still challenges, such as technological dependence, the digital divide, changes in teacher roles, and ethical issues. Future research should optimize human-machine collaboration, track long-term effects, and improve the assessment system.

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