Nowadays, teaching and learning methods are constantly changing with the development and popularization of information technology. Many teaching activities are exploring the integration of virtual technology. However, the specific effects of VR are challenging to verify. In this paper, “teaching in VR environment” and “traditional teaching” were designed to carry out a series of teaching comparison practices between two groups of a primary school. By analyzing the experimental data of the experimental group and the control group, the research found that it is easier to enter mental flow in virtual reality, and the introduction of virtual reality technology is positively correlated with learning engagement. What is more, compared with traditional teaching and learning methods, virtual reality technology and related software can help individuals give full play to their creativity.

Community governance is the foundation of social governance and a guarantee for modernizing the national governance system and capacity. Residents’ satisfaction with community governance is an important factor in measuring community governance level. Based on similar related literature and practical research analysis, 18 influencing factors of community governance residents’ satisfaction were extracted from four dimensions. Through the principal component analysis of social science statistical software, 16 key influencing factors were finally selected, and six regression models were analyzed and compared. Further, they clarified the influence of various dimensions on residents’ satisfaction with community governance. Further analysis and research on the model show that community governance service, community education and community interpersonal communication are significantly positively correlated with residents’ satisfaction with community governance. Although participation in community governance as a single influencing factor has no significant effect in this study, it can also positively and significantly affect residents’ satisfaction with community governance under the joint action of community education and community interpersonal communication. Therefore, from the aspects of improving the service level of community governance, enhancing the participation of community governance in multiple ways, giving full attention to the role of community education and shaping the new model of community communication, a more realistic evaluation system of community governance residents’ satisfaction is designed.

Engineering design is a core activity in integrated science, technology, engineering, and mathematics (STEM) education. During the design process, teachers should possess interdisciplinary communication capacities to collaborate with their peers who are teaching different subjects and have epistemic fluency to comprehend multiple ways of subject matter knowing for the collective design of high-quality integrated STEM (iSTEM) lessons. This is especially so for the online mode of instruction during and after the pandemic. Teachers’ efficacies for interdisciplinary communication and epistemic fluency have rarely been explored. In this study, we aimed to examine primary school, junior high school, and high school STEM teachers’ (N = 483) efficacies for daily instruction, student engagement, interdisciplinary communication, epistemic fluency, and technological pedagogical engineering knowledge (TPEK) and designing integrated STEM instruction. An exploratory factor analysis (EFA) (n = 155) and a subsequent confirmatory factor analysis (CFA) (n = 328) were used to validate the measurement and structural model. Next, a structural equation model (SEM) was employed to examine whether these variables were reliable predictors of teachers’ integrated STEM instruction. The survey was validated with good reliabilities and the structural equation modeling supported most of the hypotheses. Statistically, the results also showed that teachers’ general efficacies for daily teaching and students’ engagement predicted their interdisciplinary communication, epistemic fluency, and TPEK. Teachers’ interdisciplinary communication predicted their epistemic fluency, TPEK, and iSTEM. Teachers’ epistemic fluency also predicted their TPEK and iSTEM. In addition, multi-group analyses were used to test the measurement invariance of the scale and to compare the latent means between the genders and subject matters. The results of the various analyses confirmed that the measurement model appeared to be equivalent across the genders and subject matters examined. Genders and subject matters did not significantly differ in any of the measured variables. The results from this study indicate that teachers’ epistemic fluency and interdisciplinary communication play essential roles in advancing their TPEK and iSTEM. Hence, this study suggests that teacher professional development should focus on enhancing teacher epistemic fluency through interdisciplinary collaboration to support the development of TPEK and iSTEM instruction.

Background: Hengdian drifters refer to outsiders who participate in shooting film and television dramas in Hengdian. It is a special group. Single access to information, precarious nature of work, unequal treatment of gender, constraints on development, and inadequate guarantee mechanisms are all to blame. Purpose: This paper proposes to improve the ecology of the different actor industries by implementing a precise assessme. Patients and methods: This study combines qualitative and quantitative research, adopts the questionnaire survey and semi-structured interview, and carries out fieldwork by personally experiencing the life of extras to study the ecological environment of the different actor industries and the professional mentality of extras. Before participating in the study, every participant would be offered an Informed Consent Form and all particpants were guaranteed anonymity and their response will be used for a specific academic study. The Ethics Committee of the Zhejiang Normal University’s, Specific academic study that will be published online. College of Teacher Education approved the study and participation of concents under 18 and the study followed the Declaration of Helsinki. Results: There are gaps in social support.Little relevant policy support and financial support have not been implemented. Industry assessment criteria are not standardized.The level of digital management is low.It is difficult to guarantee the rights of mass actors. Conclusion: Implement a precise assessment system,develop a refined talent evaluation mechanism,Ensure the accuracy and transparency of the evaluation process.Establish digital service platforms,provide a new channel for the employment of artistic talents.Strengthen media publicity,strengthen policy support,raise social awareness.