Hyperbaric oxygen therapy (HBOT) is defined as a treatment in which a patient intermittently breathes 100% oxygen while the treatment chamber is pressurized to a pressure greater than sea level (1.0 atmosphere absolute, ATA). In China, for nearly 50 years, HBOT has been used as a primary or adjuvant therapy to treat a variety of diseases. This article mainly reviewed the indications and contraindications of HBOT, as well as the status of clinical and experimental HBOT research in China. At the same time, there is a brief introduction of hyperbaric oxygen preconditioning (HBO-PC) in China.

Research in the field of second language learning indicates that proper use of language learning strategies leads to the improvement of overall Second Language (L2) or Foreign Language (FL) proficiency as well as specific language skills. This essay firstly attempts to build a theoretical framework of learning strategies theories by clarifying the definitions and categories of learning strategies, discussing the relevant factors influencing strategy choice, while making references to the status quo in China; then it looks at what some learners do that makes them ‘good language learners’; finally, some preparatory work is suggested as a start for undertaking learner training in EFL (English as a Foreign Language) classrooms.

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In the existing research, scholars have different views on the concept and structure of metacognition. Based on different theories, they produce different training methods of metacognition strategies. However, because the training design and training process in the experiment are too complicated and the time is difficult to control, it remains difficult to effectively extend this kind of training to more educational fields. This paper deeply integrates the optimization theory with the case teaching of college students’ English writing in undergraduate colleges and proposes the optimal design of the case teaching process. The optimal design is mainly carried out according to four processes: English writing education consultation, English writing teaching case compilation, English writing case teaching implementation, and English writing case teaching evaluation. In ordinary English writing, students focus on four aspects: preplanning, selective attention, self-monitoring, self-evaluation, and adjusting, controlling, and managing one's own cognitive activities according to self-monitoring metacognitive strategies, mastering the optimization theory, and adjusting the writing speed are self-adjustment and self-evaluation according to one's own situation. In the selected dimensions of English writing, the mean of the postwriting test was higher than that of the prewriting test. The mean of the “average sentence length” increased from 8.6 to 19.1. Integrating metacognitive strategy training into English writing teaching can improve students’ English writing ability.