lofyerandfactory-droid[bot] <138933559+factory-droid[bot]@users.noreply.github.com>
71db82393a
Co-authored-by: factory-droid[bot] <138933559+factory-droid[bot]@users.noreply.github.com>
570 lines
41 KiB
Python
570 lines
41 KiB
Python
"""
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English dictionary (en_US)
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Style: OECD/PISA-aligned formal academic English, addressing school leadership.
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NOTE on terminology choices:
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- "Curriculum Leadership" follows OECD ILE (Innovative Learning Environments) usage.
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- "Tertiary indicator / sub-dimension" used interchangeably to match Chinese 三级维度.
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- "Level 1-4" maintained as ordinal labels (no rephrase to "tier"), matching the
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monitoring framework published by the Shanghai Academy of Educational Sciences.
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- The school is addressed as "your school" (consistent with the Chinese 贵校).
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"""
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# 7 secondary dimensions
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DIMENSIONS = {
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"课程领导力": "Curriculum Leadership",
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"教学变革力": "Instructional Reform Capacity",
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"学生发展指导力": "Student Development Guidance",
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"教师发展支持力": "Teacher Development Support",
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"教育质量评估力": "Educational Quality Assessment",
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"教育条件保障力": "Educational Conditions and Resources",
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"数字化赋能力": "Digital Empowerment",
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}
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# 20 tertiary sub-dimensions
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SUB_DIMENSIONS = {
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"国家标准遵循": "National Standards Compliance",
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"课程结构建设": "Curriculum Structure Design",
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"课程规范落实": "Curriculum Governance Implementation",
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"教学方式变革": "Pedagogical Reform",
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"作业设计与管理变革": "Homework Design and Management",
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"学科发展的个性化辅导": "Personalized Subject Tutoring",
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"学生生涯发展指导": "Student Career Development Guidance",
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"培训支持": "Professional Training Support",
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"教研支持": "Teaching Research Support",
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"项目支持": "Research Project Support",
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"科学评价观": "Scientific Assessment Perspective",
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"学业质量评估": "Academic Quality Assessment",
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"综合素质评估": "Holistic Competency Assessment",
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"实践活动评估": "Practice-Based Activity Assessment",
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"区域推进": "District-Level Implementation Drive",
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"环境支持": "Environmental Support",
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"资源支持": "Resource Support",
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"教学方式创新": "Innovative Instructional Methods",
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"评价精准化与个性化": "Precise and Personalized Assessment",
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"课程迭代优化": "Iterative Curriculum Optimization",
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}
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# Section titles
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PARTS = {
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"cover": "Cover",
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"part0": "Part I. Background and Methodology",
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"part1": "Part II. Overall Performance",
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"part3": "Part III. Curriculum Leadership",
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"part4": "Part IV. Instructional Reform Capacity",
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"part5": "Part V. Student Development Guidance",
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"part6": "Part VI. Teacher Development Support",
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"part7": "Part VII. Educational Quality Assessment",
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"part8": "Part VIII. Educational Conditions and Resources",
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"part9": "Part IX. Digital Empowerment",
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"part10": "Part X. Conclusions and Recommendations",
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"action_guide": "Implementation Action Guide",
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}
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PART_NUMBERS = {
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"part0": "Part I",
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"part1": "Part II",
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"part3": "Part III",
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"part4": "Part IV",
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"part5": "Part V",
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"part6": "Part VI",
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"part7": "Part VII",
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"part8": "Part VIII",
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"part9": "Part IX",
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"part10": "Part X",
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}
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# Dimension conceptual definitions (used in LLM prompts and template explanations)
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DIMENSION_DEFINITIONS = {
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"课程领导力": "Curriculum Leadership refers to a school's core capacity to faithfully implement the national curriculum and to construct a competency-oriented school-based curriculum aligned with its educational vision. It emphasizes curricular diversity and distinctiveness, and the construction of a school-specific curriculum system anchored in core competencies. It comprises National Standards Compliance, Curriculum Structure Design, and Curriculum Governance Implementation.",
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"教学变革力": "Instructional Reform Capacity denotes a school's transformative power in shifting from a knowledge-centered to a competency-oriented model of teaching. It directly shapes the cultivation of students' core competencies and emphasizes moving away from rote learning, mechanical training, and passive reception. It comprises Pedagogical Reform and Homework Design and Management.",
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"学生发展指导力": "Student Development Guidance refers to a school's capacity to provide comprehensive and personalized guidance for students, encompassing precise subject-area tutoring and forward-looking career planning. It comprises Personalized Subject Tutoring and Student Career Development Guidance.",
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"教师发展支持力": "Teacher Development Support refers to a school's institutional safeguards and resource investments for teachers' professional growth, emphasizing diversified development pathways and supporting platforms. It comprises Professional Training Support, Teaching Research Support, and Research Project Support.",
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"教育质量评估力": "Educational Quality Assessment refers to a school's capacity to establish a scientific evaluation system and to monitor educational quality holistically. Anchored in core competencies, it integrates multiple modes of assessment. It comprises Scientific Assessment Perspective, Academic Quality Assessment, Holistic Competency Assessment, and Practice-Based Activity Assessment.",
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"教育条件保障力": "Educational Conditions and Resources refers to a school's capacity to safeguard curriculum implementation through district-level policy support, hardware infrastructure, and resource allocation. It comprises District-Level Implementation Drive, Environmental Support, and Resource Support.",
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"数字化赋能力": "Digital Empowerment refers to a school's capacity to leverage digital technologies for instructional innovation, precision in assessment, and continuous curriculum optimization, reflecting the depth and breadth of its digital transformation. It comprises Innovative Instructional Methods, Precise and Personalized Assessment, and Iterative Curriculum Optimization.",
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}
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# 20 sub-dimension conceptual definitions
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SUB_DIMENSION_DEFINITIONS = {
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"国家标准遵循": "National Standards Compliance is the foundational condition of Curriculum Leadership, emphasizing the importance of fully and adequately offering the national curriculum on campus. Benchmarked against the General Senior High School Curriculum Plan (2017 Edition, 2020 Revision) and the Shanghai Implementation Plan, it reflects the school's compliance with class-hour and credit requirements across course types.",
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"课程结构建设": "Curriculum Structure Design emphasizes the deliberate consideration of curricular composition and proportion across subjects and course types, advancing the scientific rigor and rationality of curriculum design. It reflects the structural soundness and richness of the school's offerings across the three categories of courses.",
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"课程规范落实": "Curriculum Governance Implementation is the value foundation and institutional safeguard of the curriculum, focusing on the completeness of formal curriculum documents and the establishment and use of process-tracking archival records.",
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"教学方式变革": "Pedagogical Reform emphasizes students' active participation, inquiry, and collaboration; it guides students to learn through practice and to engage in deep learning under teachers' guidance, with routine integration of cross-disciplinary work and information technology.",
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"作业设计与管理变革": "Homework Design and Management addresses the systemic level of the school's work in innovative homework design, time-allocation management, marking and feedback, and attribute tagging.",
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"学科发展的个性化辅导": "Personalized Subject Tutoring concerns a school's capacity to deliver precise, individualized academic tutoring, including tutoring duration, the manner in which content is determined, and tutoring formats.",
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"学生生涯发展指导": "Student Career Development Guidance concerns the implementation modes, coverage, faculty composition, and resource backing of the school's career-planning education.",
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"培训支持": "Professional Training Support reflects the intensity of off-site training opportunities the school provides for teachers, with the average number of off-site training participants per subject as the core indicator.",
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"教研支持": "Teaching Research Support reflects both the quantity and quality of teaching-research activities, embodying the depth of the school's teaching-research culture and the effectiveness of its mechanisms.",
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"项目支持": "Research Project Support reflects how the school uses funded research projects to drive teachers' professional development, with the coverage of school-level-or-above projects across subjects as the core indicator.",
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"科学评价观": "Scientific Assessment Perspective reflects the breadth and depth of attention the school pays to the development of students' core competencies across the various dimensions of curriculum and instruction.",
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"学业质量评估": "Academic Quality Assessment focuses on the systematicity of the school's development and use of school-based assessment tools and its semestral examination quality analyses.",
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"综合素质评估": "Holistic Competency Assessment focuses on the construction of school-based holistic-competency evaluation systems, the supporting platforms, and the application of evaluation results.",
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"实践活动评估": "Practice-Based Activity Assessment focuses on the development and use of school-based assessment tools for inquiry-based learning, social investigation, and subject-based practical activities.",
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"区域推进": "District-Level Implementation Drive reflects the strength with which the school's district education bureau drives high-school curriculum and instruction work, including meeting frequency, governance documents, and supporting measures.",
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"环境支持": "Environmental Support reflects how the school's information environment and physical infrastructure underpin curriculum and instruction.",
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"资源支持": "Resource Support reflects the integrated condition of the school's internal and external resource allocation as well as its faculty profile.",
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"教学方式创新": "Innovative Instructional Methods focuses on the depth of integration between information technology and instruction, and on teachers' routine use of information technology in teaching.",
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"评价精准化与个性化": "Precise and Personalized Assessment focuses on the school's capability tier in leveraging information-technology platforms to support subject-level diagnostics and holistic-competency evaluation.",
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"课程迭代优化": "Iterative Curriculum Optimization focuses on the school's planning institutions for digital transformation in instruction and the extent to which information systems are embedded across business workflows.",
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}
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# Level descriptions (4 tiers per sub-dimension)
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LEVEL_DESCRIPTIONS = {
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"国家标准遵循": {
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4: "All required courses are fully offered as mandated, and elective-required and elective tracks both meet the standards.",
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3: "Required courses for examination subjects are fully offered, and elective-required and elective tracks meet the standards.",
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2: "Required courses are not fully offered as mandated; one of the elective-required or elective tracks meets the standards.",
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1: "Required courses are not fully offered as mandated, and neither the elective-required nor the elective tracks meet the standards.",
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},
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"课程结构建设": {
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4: "Total deviation across required subject courses is within 30%, total deviation across the three course categories is below 150%, and school-based and integrated-practice courses are well developed.",
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3: "Total deviation across the three course categories is below 250%, with school-based and integrated-practice courses above the average level.",
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2: "Total deviation across the three course categories is below 300%, but school-based and integrated-practice courses are weak.",
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1: "Total deviation across the three course categories is high, and school-based and integrated-practice courses fall in the bottom 25%.",
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},
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"课程规范落实": {
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4: "Both formal curriculum documents and archival records have been fully established.",
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3: "Formal curriculum documents are in place and process-tracking archives have been fully established, though some are not yet in active use.",
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2: "Formal curriculum documents are partially in place, and most archives have been established but are not yet in use.",
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1: "Formal curriculum documents are largely absent, and archives have not yet been established.",
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},
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"教学方式变革": {
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4: "All teachers share consensus and engage in research, with the ability to systematically design and effectively implement instruction; at least three routine implementation formats are present.",
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3: "Most teachers share consensus and engage in research, and can implement the relevant requirements set forth in the textbooks; at least two routine implementation formats are present.",
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2: "Individual teachers engage in research and occasionally guide students in inquiry; at least one routine implementation format is present.",
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1: "There is essentially no research on instructional methods, related learning is rarely organized, and either none or only one implementation format exists.",
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},
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"作业设计与管理变革": {
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4: "At least three types of innovative assignments are mastered in each category; assignment duration is centrally managed; regular grading and feedback are conducted; multi-attribute tagging is in place.",
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3: "At least two types of innovative assignments are mastered in each category; duration is occasionally managed; face-to-face grading dominates; at least two attribute tags are used.",
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2: "At least one type of innovative assignment is mastered or one to two types are well developed; students self-manage duration; feedback is sparse; attribute tagging is present.",
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1: "Only one type of innovative assignment is well developed; students self-manage duration; feedback is virtually absent; no attribute tagging is used.",
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},
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"学科发展的个性化辅导": {
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4: "Average tutoring time per subject exceeds 2 hours per week; teachers determine content based on learner profiles; tutoring is delivered individually.",
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3: "Average tutoring time per subject is 1-2 hours per week; teachers determine content based on learner profiles; tutoring is mainly individualized and dispersed.",
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2: "Average tutoring time per subject is below 1 hour per week; teachers tutor in response to student requests; tutoring is grouped or dispersed.",
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1: "Tutoring time is below 1 hour per week or absent; teachers tutor only on request; tutoring is delivered to the entire class.",
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},
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"学生生涯发展指导": {
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4: "A dedicated career-guidance course is offered, covering 90% or more of students over three years, with a combined in-house and external faculty team and adequate internal-and-external resource support.",
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3: "Implementation relies on guest lectures, covering 70-90% of students over three years, supported by an external faculty team with some internal-and-external resources.",
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2: "Implementation is integrated with social investigation or volunteer service, covering 50-70% of students, with an external faculty team and almost no resource support.",
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1: "Implementation is integrated with social investigation or volunteer service, covering below 50% of students; no stable faculty team is in place; resource support is virtually absent.",
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},
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"培训支持": {
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4: "Average number of teachers per subject participating in off-site training is no fewer than 2.5.",
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3: "Average number of teachers per subject participating in off-site training is no fewer than 1.5.",
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2: "Average number of teachers per subject participating in off-site training is no fewer than 1.",
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1: "Teachers across subjects rarely participate in off-site training.",
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},
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"教研支持": {
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4: "Both the quantity and quality of teaching-research activities are at a high level.",
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3: "Teaching-research activities are present and of relatively good quality.",
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2: "Teaching-research activities are present but of average quality.",
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1: "Both the quantity and quality of activities are at a low level.",
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},
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"项目支持": {
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4: "Each subject leads at least one school-level-or-above project.",
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3: "Some subjects lead at least one school-level-or-above project.",
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2: "No subject leads a school-level-or-above project; some subjects lead at least one school-level project.",
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1: "No school-level or higher projects exist across subjects.",
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},
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"科学评价观": {
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4: "Across all dimensions, attention is given to the development of at least two competency components.",
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3: "Across at least three dimensions, attention is given to the development of at least two competency components.",
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2: "Considerable attention is given to student development.",
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1: "Limited attention is given to student development.",
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},
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"学业质量评估": {
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4: "School-based assessment tools have been developed and are in use; semestral examination quality analyses with comprehensive attribute tagging are in place.",
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3: "School-based assessment tools have been developed and are in use; semestral examination quality analyses are not mandatory.",
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2: "At least one school-based assessment tool has been developed; semestral examination quality analyses are not mandatory.",
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1: "Academic quality assessment is not adequately prioritized; school-based assessment tools are largely absent.",
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},
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"综合素质评估": {
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4: "School-based holistic-competency evaluation systems are fully established and in use, with platform support and scientifically expressed results.",
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3: "School-based holistic-competency evaluation systems are established and in use; platform support and the use of evaluation results require improvement.",
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2: "A school-based holistic-competency evaluation plan is established, but specific evaluation tools remain to be developed.",
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1: "School-based holistic-competency evaluation is not adequately prioritized; the plan, tools, and use of results are all underdeveloped.",
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},
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"实践活动评估": {
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4: "School-based assessment tools for inquiry-based learning, social investigation, and subject-based practical activities have all been developed and are in use.",
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3: "School-based assessment tools for subject-based practical activities have been developed and are in use; tools for at least one of inquiry-based learning or social investigation have been developed but are not yet in use.",
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2: "School-based assessment tools for subject-based practical activities have been developed.",
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1: "School-based assessment tools for inquiry-based learning, social investigation, and subject-based practical activities have not yet been developed or applied.",
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},
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"区域推进": {
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4: "Meetings are held an average of two or more times per month; both the number of governance documents and supporting measures are at the maximum levels.",
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3: "Meetings are held an average of once or more per month, with three or more governance documents and three supporting measures.",
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2: "At least one of meeting convening, governance documents, or supporting measures is well developed.",
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1: "Meeting convening, governance documents, and supporting measures are all underdeveloped.",
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},
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"环境支持": {
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4: "Both informatization support and hardware support are at a high level.",
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3: "Both informatization support and hardware support are around the average level.",
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2: "At least one of informatization support or hardware support is well developed.",
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1: "Both informatization support and hardware support are underdeveloped.",
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},
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"资源支持": {
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4: "Both internal-and-external resources and faculty quality are at a high level.",
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3: "At least one component of internal-and-external resources is well supplied; faculty quality is good.",
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2: "At least one component of internal-and-external resources is slightly below average; faculty quality is slightly below average.",
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1: "Internal-and-external resources and faculty quality are all underdeveloped.",
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},
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"教学方式创新": {
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4: "Information technology is deeply integrated with instruction; teachers use information technology in a routine manner.",
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3: "Information technology is relatively well integrated with instruction; teachers can use information technology.",
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2: "Information technology is moderately integrated with instruction; the school has built information platforms.",
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1: "Information technology is poorly integrated with instruction; teachers rarely use information technology.",
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},
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"评价精准化与个性化": {
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4: "Self-built information platforms support subject-level diagnostics and holistic-competency assessment.",
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3: "Third-party platforms are leveraged to support subject-level diagnostics and holistic-competency assessment.",
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2: "Information platforms are in place to support academic assessment.",
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1: "No information platform is available to support assessment.",
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},
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"课程迭代优化": {
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4: "The school has a dedicated professional-development plan for digital transformation in instruction and conducts related activities; the vast majority of business workflows use information systems.",
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3: "The school has not yet established a dedicated professional-development plan; the vast majority of business workflows use information systems.",
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2: "The school undertakes few digital-transformation activities; only a minority of business workflows use information systems.",
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1: "The school undertakes virtually no digital-transformation activities; an information-management system has not yet been established.",
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},
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}
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CLUSTERS = {
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"good": "High-Performing Cluster",
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"weak": "Improvement-Needed Cluster",
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"mid": "Mid-Tier Cluster",
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# 直接映射 stats_engine 输出的原始标签
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"较好": "High-Performing",
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"待提升": "Improvement-Needed",
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"中等": "Mid-Tier",
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}
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SCHOOL_TYPES = {
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"市实验性示范性高中": "Municipal Experimental Demonstrative High School",
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"区实验性示范性高中": "District Experimental Demonstrative High School",
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"特色高中": "Featured High School",
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"公办普通高中": "Public General High School",
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"民办高中": "Private High School",
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"": "",
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}
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DISTRICTS = {
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"长宁区": "Changning District",
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"杨浦区": "Yangpu District",
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"闵行区": "Minhang District",
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"浦东新区": "Pudong New Area",
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"嘉定区": "Jiading District",
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"宝山区": "Baoshan District",
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"金山区": "Jinshan District",
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"静安区": "Jing'an District",
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"奉贤区": "Fengxian District",
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"普陀区": "Putuo District",
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"徐汇区": "Xuhui District",
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"all": "Citywide",
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}
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UI = {
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# Report titles
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"report_title": "Curriculum Implementation Monitoring Data Analysis Report",
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"report_subtitle": "A Seven-Dimensional Analysis from a School Leadership Perspective",
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# Generic labels
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"score": "Score",
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"rank": "Rank",
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"level": "Level",
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"your_school": "your school",
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"school_name": "School",
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"district": "District",
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"city": "Municipality",
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"total_score": "Overall Score",
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"overall_score": "Overall Score",
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"district_avg": "District Average",
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"city_avg": "Municipal Average",
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"same_type_avg": "Peer-Type Average",
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"rank_in_district": "District Rank",
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"rank_in_city": "Municipal Rank",
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"vs_district_avg": "vs. District Average",
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"vs_city_avg": "vs. Municipal Average",
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"dimension": "Dimension",
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"sub_dimension": "Sub-dimension",
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"indicator": "Indicator",
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"performance": "Performance",
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"diff": "Δ",
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"level_1": "Level 1",
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"level_2": "Level 2",
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"level_3": "Level 3",
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"level_4": "Level 4",
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"level_label": "Level",
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"loading": "Analysis loading...",
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"page": "Page",
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# Performance labels
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"perf_good": "Strong Performance",
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"perf_above": "Slightly Above District Average",
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"perf_neutral": "Near District Average",
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"perf_below": "Slightly Below District Average",
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"perf_weak": "Needs Improvement",
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# Section sub-titles
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"sec_overall_perf": "Overall Performance",
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"sec_subdim_analysis": "Detailed Sub-Dimension Analysis",
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"sec_level_compare": "Sub-Dimension Level Comparison",
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"sec_top3": "Top Three Priorities",
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"sec_cross_dim": "Cross-Dimensional Analysis",
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"sec_improvement_room": "Improvement Potential Analysis",
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"sec_review": "Synthesis and Improvement Pathways",
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# Part I (Background)
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"p0_h1_background": "I. Assessment Background",
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"p0_h1_framework": "II. Assessment Framework",
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"p0_h1_implement": "III. Assessment Implementation",
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"p0_h2_target": "(i) Target Population",
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"p0_h2_method": "(ii) Methodology",
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"p0_h2_analysis": "(iii) Data Analysis",
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"p0_h2_levels": "(iv) Tertiary-Indicator Level Definitions",
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# Tables
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"tbl_indicator_system": "Table 1-1. Indicator System",
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"tbl_level_definition": "Table 1-2. Tertiary-Indicator Level Definitions",
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"th_secondary_dim": "Secondary Dimension",
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"th_tertiary_dim": "Tertiary Indicator",
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"th_indicator_interp": "Indicator Description",
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# Conclusion
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"top3_intro": "The following three priorities are identified by jointly considering severity, leverage, and feasibility, and are recommended as the school's core focus areas for the current term.",
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# Figure / table prefix
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|
"fig": "Figure",
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"tbl": "Table",
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# School attributes
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|
"school_type": "School Type",
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"school_cluster": "Cluster",
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# Ranking
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|
"rank_format": "Rank {rank} of {total}",
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|
"rank_in_district_label": "District Rank",
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|
"rank_in_city_label": "Municipal Rank",
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# Common units
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|
"of": "/",
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"schools_unit": "schools",
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"points": "pts",
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# Radar / comparison labels
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|
"radar_legend_self": "This School",
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"radar_legend_district": "District Average",
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"radar_legend_same_type": "Peer-Type Average",
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# Improvement waterfall
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"current_total": "Current Score",
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"potential_total": "Potential Score",
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"gain_label": "Lift to Level 3",
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# Footer
|
|
"generated_on": "Generated on",
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# Action guide
|
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"action_critical": "Critical Attention",
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"action_attention": "Needs Attention",
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"action_maintain": "Maintain",
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"action_excel": "Sustain Leadership",
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"action_timeline": "Implementation Timeline",
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# Part II overview
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|
"p1_h1_overall_status": "I. Overall Curriculum Implementation Status",
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"p1_h1_dim_status": "II. Performance by Dimension",
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|
"cluster_type": "Implementation Cluster",
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|
"vs_same_type": "vs. Peer Type",
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|
"rank_in_top_pct": "Top {pct}%",
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|
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|
# Figure titles (Part II)
|
|
"fig2_0a": "Figure 2-0a. School Curriculum Implementation Profile",
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|
"fig2_0b": "Figure 2-0b. Strength-Gap Quadrant Analysis (Tertiary Indicators)",
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|
"fig2_1": "Figure 2-1. Seven-Dimension Score Comparison",
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|
"fig2_2": "Figure 2-2. Seven-Dimension Radar Chart",
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|
"fig2_3": "Figure 2-3. Distribution of School Implementation Clusters",
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|
"fig2_4": "Figure 2-4. Profile Comparison of the Two Clusters",
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|
"fig2_5": "Figure 2-5. Cluster Profile Comparison (Radar)",
|
|
"fig2_6": "Figure 2-6. District-Wide Overall Score Ranking",
|
|
"fig2_7": "Figure 2-7. Inter-Dimension Correlation Analysis",
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|
|
|
# Alert boxes
|
|
"alert_title": "Critical Alert: The Following Sub-Dimensions Require Immediate Attention",
|
|
"positioning_gap_title": "Analysis: Gap Between School Positioning and Actual Performance",
|
|
|
|
# Dimension detail (generic)
|
|
"dim_score_label": "{name} Score",
|
|
"dim_section_overall": "I. Overall Performance",
|
|
"dim_section_subdims": "{name}: Sub-Dimension Level Comparison",
|
|
"diff_vs_district": "Δ (vs. District)",
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|
|
|
# Dimension figure titles
|
|
"dim_fig_score": "Figure {n}-1. {name}: Score Overview",
|
|
"dim_fig_subradar": "Figure {n}-2. {name}: Sub-Dimension Scores",
|
|
"dim_fig_subbar": "Figure {n}-3. {name}: Sub-Dimension Comparison",
|
|
"dim_fig_levels": "Figure {n}-4. {name}: Sub-Dimension Level Distribution",
|
|
"dim_fig_scatter": "Figure {n}-5. {name}: Cluster Scatter Plot",
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|
|
|
# Sub-dimension
|
|
"sd_score": "Score",
|
|
"sd_district_avg": "District Average",
|
|
"sd_level_grade": "Level Tier",
|
|
"sd_rank": "Rank",
|
|
"sd_city_rank_prefix": "Citywide",
|
|
"sd_level_meaning": "Meaning of Level {lv}",
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|
|
|
# Conclusion
|
|
"p10_h1": "Part X. Conclusions and Recommendations",
|
|
"p10_h2_top3": "Top Three Priorities",
|
|
"p10_h2_cross": "I. Cross-Dimensional Analysis",
|
|
"p10_h2_improve": "Improvement Potential Analysis",
|
|
"p10_h2_review": "Synthesis and Improvement Pathways",
|
|
"p10_fig_waterfall": "Figure 10-1. Improvement Potential: Estimated Gains from Lifting Sub-Indicators to Level 3",
|
|
|
|
# Action guide
|
|
"p11_h1": "Part XI. Implementation Action Guide",
|
|
"p11_intro": "This part organises improvement actions by urgency, drawing on the data analysis above. Senior leadership should concentrate limited resources on the most pressing priorities rather than spreading effort evenly.",
|
|
"p11_focus_title": "Strategic Focus: Three Priorities for the Current Term",
|
|
"p11_focus_intro": "The three priorities below jointly weigh data severity, leverage of improvement, and feasibility. They are recommended as the school's <strong>essential and highest-priority</strong> commitments for the current term, and the detailed plans in subsequent sections elaborate on them.",
|
|
"p11_critical": "Critical Breakthroughs (Level-1 Sub-Dimensions) — Immediate Action",
|
|
"p11_attention": "Focused Push (Level-2 Sub-Dimensions) — Initiate This Term",
|
|
"p11_maintain": "Steady Consolidation (Level-3 Sub-Dimensions) — Sustained Effort",
|
|
"p11_excel": "Deepening Leadership (Level-4 Sub-Dimensions) — Knowledge Diffusion",
|
|
"p11_timeline": "Term Action Timeline",
|
|
"p11_no_weak": "Your school currently exhibits no Level-1 or Level-2 weaknesses; the foundation is solid, and the focus below shifts to consolidation and the diffusion of leading practices.",
|
|
"p11_timeline_loading": "Timeline being generated...",
|
|
"p11_disclaimer": "<strong>Note:</strong> The action recommendations above are generated by AI based on monitoring data and are intended as a reference framework. Concrete implementation plans should be co-developed by the school's leadership team and subject experts in light of local conditions, and we recommend localised adaptation under the guidance of educational specialists.",
|
|
|
|
# Part I (Background) body text
|
|
"p0_para1": "In response to a sequence of national education-policy directives — including the Ministry of Education's Guiding Opinions on the Implementation of New Curricula and Textbooks for Senior Secondary Schools (No. 15, 2018), the State Council General Office's Guiding Opinions on Reforming the Way Senior Secondary Schools Educate Students in the New Era (No. 29, 2019), and the Action Plan for Deepening the Reform of Curriculum and Instruction in Basic Education (Letter No. 3 of the Department of Teaching Materials, 2023) — and to operationalise the Ministry of Education General Office's Notice on Carrying Out Monitoring of Curriculum Implementation and Textbook Use (Letter No. 5 of the Department of Teaching Materials, 2023), the Shanghai Municipal Education Commission has issued targeted policies to strengthen the translation of the national curriculum into practice, and has called for the establishment of a sound monitoring and feedback mechanism for curriculum implementation that, guided by evidence-based decision making, continuously refines curriculum planning and implementation pathways.",
|
|
"p0_para2": "School leadership is the core driver of school development. The competency orientation of implementation management and the quality of decision making directly shape the overall performance and outcomes of curriculum and instruction at the school. The pivotal task of implementation management lies in the school's curriculum planning and policy choices, and in the genuine landing of those decisions within instructional practice. We therefore adopt a school-leadership perspective and ensure that the seven dimensions — Curriculum Leadership, Instructional Reform Capacity, Student Development Guidance, Teacher Development Support, Educational Quality Assessment, Educational Conditions and Resources, and Digital Empowerment — operate synergistically across the full landscape of curriculum implementation.",
|
|
"p0_framework_intro": "Adopting a school-leadership perspective, this report systematically analyses and reconstructs the curriculum-implementation monitoring indicators and establishes a seven-dimensional indicator system (see Table 1-1).",
|
|
"p0_target_text": "The current monitoring exercise targets general senior secondary schools in {district}; a total of {total} schools participated. From each participating school, representatives of the administrative leadership (principals, vice-principals, department heads) and chairs of subject teaching-research groups were sampled to complete the questionnaire.",
|
|
"p0_method_text": "Following the research framework of the Shanghai Academy of Educational Sciences (Shanghai Curriculum Research Office) for monitoring curriculum implementation in primary and secondary schools, the study collected information through questionnaire surveys, covering school basic information, overall curriculum implementation, and subject-level curriculum implementation.",
|
|
"p0_analysis_intro": "The data analysis pipeline is as follows:",
|
|
"p0_step1": "<strong>Step 1. Indicator System Reconstruction.</strong> The mapping between dimensions, indicators, and individual items is reconstructed under the seven-dimension school-leadership perspective, forming a multi-tier indicator system.",
|
|
"p0_step2": "<strong>Step 2. Principal Component Analysis (PCA) Synthesis.</strong> Each item in the questionnaire is standardised, and PCA is applied to combine correlated variables into principal components, yielding the score of each tertiary indicator.",
|
|
"p0_step3": "<strong>Step 3. Standardisation to a Common Scale.</strong> The principal components are standardised to a normal distribution with mean 50 and standard deviation 10. Within this scaling, 68.27% of schools fall in the [40, 60] range and 84.45% fall in [30, 70]; a school scoring 60 thus outperforms approximately 84% of all schools.",
|
|
"p0_step4": "<strong>Step 4. Level Definition for Tertiary Indicators.</strong> Drawing on the conceptual content of each indicator and the empirical distribution of school performance, item-level cut-points are determined and each school is assigned to one of four levels (see Table 1-2).",
|
|
"p0_step5": "<strong>Step 5. Cluster Analysis.</strong> Schools are grouped on the basis of their standardised scores; schools with similar profiles are clustered together to identify distinct school typologies along each dimension.",
|
|
|
|
# Indicator-system interpretations (Table 1-1)
|
|
"p0_interp_curriculum": "1. Ensure full and adequate provision of national courses; 2. Examine the rationality and diversity of curriculum design across subject courses, school-based courses, integrated practical activities, and labour courses; 3. Attend to the formal construction of competency-oriented curricula.",
|
|
"p0_interp_instruction": "1. In-class pedagogical innovation that promotes deep learning and prizes individualised education; 2. Scientifically efficient design and management of out-of-class assignments.",
|
|
"p0_interp_student": "1. Course-selection guidance and individualised tutoring tailored to student profiles; 2. Personalised career-guidance services and a comprehensive career-development support system; 3. Attention to the cultivation of students' holistic competencies.",
|
|
"p0_interp_teacher": "1. Provision of induction, in-service, and off-site professional learning for teachers; 2. Regular teaching-research activities and the development of instructional resource libraries; 3. Support for teachers' participation in funded research and projects.",
|
|
"p0_interp_quality": "1. A scientific perspective on assessment oriented toward students' core competencies and holistic development; 2. Attention to academic quality and benchmark-aligned evaluation; 3. Multi-faceted evaluation of holistic competencies; 4. Attention to students' performance in practice-based activities.",
|
|
"p0_interp_condition": "1. Visibility into how the district education bureau drives senior-secondary teaching and learning; 2. Assessment of information-technology environments, instructional equipment, and physical facilities; 3. Coordination of faculty deployment and internal-and-community resources.",
|
|
"p0_interp_digital": "1. Use of digital and intelligent resources to support and empower curriculum, instruction, and assessment; 2. Construction of digital and intelligent resources, information platforms, and information systems within and beyond the school.",
|
|
|
|
# AI Chat Widget UI
|
|
"chat_fab_title": "AI Report Assistant",
|
|
"chat_title": "AI Report Assistant",
|
|
"chat_subtitle_prefix": "Based on the report data of",
|
|
"chat_subtitle_suffix": "",
|
|
"chat_clear": "Clear conversation",
|
|
"chat_close": "Close",
|
|
"chat_welcome_p1_a": "Hello! I am the AI assistant for the ",
|
|
"chat_welcome_p1_b": " Curriculum Implementation Monitoring Report.",
|
|
"chat_welcome_p2": "I have full access to this report's data. You may:",
|
|
"chat_welcome_li1": "Ask about the performance of specific dimensions and comparisons",
|
|
"chat_welcome_li2": "Explore strengths and areas for improvement",
|
|
"chat_welcome_li3": "Request interpretations of the charts",
|
|
"chat_welcome_li4": "Seek concrete improvement recommendations",
|
|
"chat_welcome_p3": "What would you like to know?",
|
|
"chat_sg_overall": "Overall Performance",
|
|
"chat_sg_overall_q": "How does the school perform overall and how does it rank within the district?",
|
|
"chat_sg_strengths": "Strengths & Gaps",
|
|
"chat_sg_strengths_q": "Which dimensions are strengths and which need improvement?",
|
|
"chat_sg_gap": "Gap Analysis",
|
|
"chat_sg_gap_q": "Which dimensions show the largest gaps compared with the district average?",
|
|
"chat_sg_advice": "Recommendations",
|
|
"chat_sg_advice_q": "Provide the three most important improvement recommendations.",
|
|
"chat_input_placeholder": "Type your question...",
|
|
"chat_send_title": "Send",
|
|
"chat_request_failed": "Request failed",
|
|
"chat_retry": "Please try again later.",
|
|
"chat_apikey_failed": "Failed to decode API key",
|
|
"chat_lang_hint": "(Please answer in formal English.)",
|
|
|
|
# ECharts labels
|
|
"ec_district_avg": "District Average",
|
|
"ec_same_type_avg": "Peer-Type Average",
|
|
"ec_cluster_good": "High-Performing Cluster",
|
|
"ec_cluster_weak": "Improvement-Needed Cluster",
|
|
"ec_cluster_good_full": "High-Performing Cluster ({n} schools)",
|
|
"ec_cluster_weak_full": "Improvement-Needed Cluster ({n} schools)",
|
|
"ec_unit_schools": "schools",
|
|
"ec_correlation": "Correlation",
|
|
"ec_belongs_to": "belongs to",
|
|
"ec_cluster_good_short": "High-Performing",
|
|
"ec_cluster_weak_short": "Improvement-Needed",
|
|
"ec_level": "Level",
|
|
"ec_score_label": "Score",
|
|
"ec_pieces": "items",
|
|
"ec_quadrant_q1": "Core Strengths",
|
|
"ec_quadrant_q2": "Potential",
|
|
"ec_quadrant_q3": "Critical Improvement",
|
|
"ec_quadrant_q4": "Hidden Risks",
|
|
"ec_self": "This School",
|
|
"ec_district_position": "District Average Reference",
|
|
"ec_overall_score": "Overall Score",
|
|
"ec_district_avg_short": "Dist. Avg.",
|
|
"ec_school_self": "This School",
|
|
"ec_lift_to_lv3": "Lift to Level 3",
|
|
"ec_total_now": "Current Score",
|
|
"ec_total_potential": "Potential Score",
|
|
"ec_thermo_self": "This School",
|
|
"ec_lv4_threshold": "Level 4 Threshold",
|
|
"ec_lv3_threshold": "Level 3 Threshold",
|
|
"ec_lv2_threshold": "Level 2 Threshold",
|
|
"ec_dim_score": "Dimension Score",
|
|
"ec_avg_level": "Average Level",
|
|
"ec_min_level": "Weakest Level",
|
|
"ec_dim_rank": "Dimension Rank",
|
|
"ec_baseline_50": "Mean Baseline (50)",
|
|
"ec_lvl_one": "Level 1",
|
|
"ec_lvl_two": "Level 2",
|
|
"ec_lvl_three": "Level 3",
|
|
"ec_lvl_four": "Level 4",
|
|
"ec_at_level": "{name}: Level {lv}",
|
|
"ec_same_type": "Peer Schools",
|
|
"ec_good_type_short": "High-Performing",
|
|
"ec_weak_type_short": "Improvement-Needed",
|
|
"ec_district_rank_n": "Rank {rank} in District",
|
|
"ec_level_dist_summary": "Level Distribution",
|
|
"ec_lv_short": "L",
|
|
"ec_quad_x_axis": "Score",
|
|
"ec_quad_y_axis": "Δ vs. District Average",
|
|
"ec_quad_district_avg_marker": "District Avg.",
|
|
"ec_quad_score": "Score",
|
|
"ec_quad_diff": "Δ",
|
|
"ec_quad_level": "Level",
|
|
"ec_thermo_self_marker": "▼ ",
|
|
"ec_thermo_dist_marker": "▲Dist.",
|
|
"ec_thermo_same_marker": "▲Peer",
|
|
"ec_waterfall_current": "Current Score",
|
|
"ec_waterfall_potential": "Potential Score",
|
|
"ec_waterfall_contrib": "Estimated Contribution",
|
|
"ec_waterfall_pts_unit": "pts",
|
|
}
|
|
|
|
STRINGS = {
|
|
"DIMENSIONS": DIMENSIONS,
|
|
"SUB_DIMENSIONS": SUB_DIMENSIONS,
|
|
"PARTS": PARTS,
|
|
"PART_NUMBERS": PART_NUMBERS,
|
|
"DIMENSION_DEFINITIONS": DIMENSION_DEFINITIONS,
|
|
"SUB_DIMENSION_DEFINITIONS": SUB_DIMENSION_DEFINITIONS,
|
|
"LEVEL_DESCRIPTIONS": LEVEL_DESCRIPTIONS,
|
|
"CLUSTERS": CLUSTERS,
|
|
"SCHOOL_TYPES": SCHOOL_TYPES,
|
|
"DISTRICTS": DISTRICTS,
|
|
"UI": UI,
|
|
}
|