This study examines the Compulsory Education Mathematics Curriculum Standards (2022 Edition) (referred to as "CCM") and the Australian Curriculum: Mathematics (Version 9.0) (referred to as "ACM"). The research finds that CCM emphasizes systematic and rigorous instruction, introduces an integrated and practical field, adds academic quality standards, and adopts a core competence-oriented evaluation approach. In contrast, ACM emphasizes mathematical literacy, practical application skills, interdisciplinary learning, and the integration of information technology, with a diverse range of assessment methods. Implications: China's mathematics education should refine the alignment of goals and content across learning stages, balance knowledge depth with general competencies, improve the evaluation system, promote the deep integration of information technology, and develop a localized curriculum identity.

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This article mainly elaborates on the application progress andeffectiveness of BOPPPS teaching mode in the teaching of internal medicine nursing. The BOPPPS model divides the teaching process into six stages: introduction, objectives, pre-test, participatory learning, posttest, and summary, aiming to enhance teaching effectiveness and student engagement in learning. The article introduces the introduction, optimization, and innovation of the BOPPPS model in internal medicine nursing, as well as its application and evaluation feedback in practical training courses. Through case analysis and practical experience, it has been proven that the BOPPPS model can effectively stimulate students' interest in learning, improve their practical operation ability and comprehensive quality, and has been highly praised by students and teachers, demonstrating broad application prospects.

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This study examines the high school mathematics curriculum standards of China and the United States, focusing on China’s General High School Mathematics Curriculum Standards (2017 Edition, Revised in 2020) (hereinafter referred to as the “China Standards”) and the high school section of the U.S. Common Core State Standards for Mathematics (CCSSM) (hereinafter referred to as the “U.S. Standards”). Through a detailed comparative analysis of the historical background, framework, curricular philosophy and characteristics, competencies and objectives, as well as content and level requirements of these standards, this study aims to provide insights and references for the further revision and reform of China’s mathematics curriculum standards. The findings hold both representative and universal significance.

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In recent years, citizen science has become an important way for the public to engage in scientific inquiry in Europe and North America. It has gradually evolved into school-based citizen science projects that integrate with school education. Currently, citizen science projects in China are still in their early stages, mainly focused on fields such as ecology and astronomy, with very few citizen science projects in the field of chemistry. In the existing citizen science projects in China, public participation is still at the early stage of simple data collection, with little integration with school education. This paper explores the important role of citizen science in enhancing middle school students' core chemistry literacy and aims to provide a platform for students to participate in scientific inquiry through citizen science projects, with the goal of offering a new approach to cultivating core chemistry literacy in middle school students.

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