关键词： Clinical medicine   Education   Flipped classroom case learning (FCCL)   Lecture-based learning (LBL)  

摘要： Background: An increasing body of evidence suggests that both flipped classroom and case-based teaching models outperform traditional teaching methods in clinical medical education. Both teaching methods share several advantages, including a student-centered approach, enhanced understanding and mastery of knowledge, the development of comprehensive skills, and an emphasis on interactive communication. Therefore, a teaching model that integrates both methods may achieve similar or even better educational outcomes. Although previous studies have demonstrated this, they are generally limited by small sample sizes and inconsistent evaluation criteria for teaching effectiveness. This study aims to provide a high-quality assessment of this teaching method through meta-analysis and systematic review, further confirming its value in the field of clinical medical education. Methods: This study employed a meta-analysis to systematically and quantitatively compare the educational impact of a teaching model combining flipped classroom and case-based learning (Flipped Classroom Case Learning, FCCL) with traditional lecture-based learning (LBL) for clinical medical students. An extensive literature search was conducted to identify studies on the application of FCCL and LBL in clinical medical education, covering the period from inception to November 21, 2024. Databases searched included the Cochrane Library, Web of Science, Embase, and PubMed. A total of 12 studies were included, comprising 1,857 clinical medical students or residents. The quality of each included study was assessed using RevMan (Version 5.4). The primary outcome measures were students' theoretical scores and clinical analytical skills. The extracted data were subjected to meta-analysis using Stata 18.0 software. Results: A total of 1,857 participants from 12 studies were included in the analysis. The meta-analysis revealed that the FCCL group demonstrated significantly superior theoretical scores (Cohen’s d = 0.

关键词： MTI笔译   课程思政   案例教学法   创新实践   策略优化  

摘要： 聚焦于案例教学法在MTI笔译课程思政中的应用,深入剖析MTI笔译课程思政现状,通过实际案例分析其应用效果。研究发现案例教学法虽取得一定成效,但在应用中面临案例资源开发、教师能力、学生参与度及教学进度平衡等挑战。为此,提出基于线上线下混合教学、案例教学与项目式学习融合、拓展跨文化案例教学等创新实践方法,并从提升教师能力、激发学生积极性、建设教学资源及完善评价体系等方面探讨策略优化方向,旨在为MTI笔译课程思政教学提供有效参考,推动专业教育与思政教育深度融合。

关键词： 世界汉语教学   汉语作为第二语言教学  

摘要： 为进一步推动学术进步,促进学科发展,提升期刊品质,培育作者和读者群体,为青年学者搭建沟通和交流的学术平台,《世界汉语教学》拟于2025年9月20日在北京语言大学举办“《世界汉语教学》青年学者论坛(第12届)”,论坛的主题为“汉语作为第二语言教学(TCSL)的跨学科研究”。现公开征集论文,热忱欢迎海内外从事汉语研究和汉语教学/习得研究的青年学者投稿。

关键词： 探究式学习   通判   北宋   教学设计  

摘要： 在高中历史教学中开展探究式学习既具有理论依据,又具备实践空间。在具体设计历史探究活动时,首先应做好相关史学资源的准备,其次要在教学主线的整体指引下贴合高中历史的教学实际,最终完成对历史探究问题的整体设计。加强高中历史探究式学习的相关设计,既能有效提高课堂教学质量和学习效果,又能培养学生的高阶历史思维和核心素养。

关键词： 互动能力   互动行为表达   元语用意识   汉语教学  

摘要： 将互动语言学的研究成果应用于国际中文教学中,为提升学习者的互动能力提供了新的路径。然而,如何在课堂教学中具体实现互动语言学理论的应用尚未得到深入探讨。本文在大语法观指导下,提出了基于“互动行为表达”的“探索—产出—反馈”语法教学模式,强调从“互动行为表达”入手,通过语法教学与行为实践的结合,提升学习者的元语用意识,培养学习者的互动能力。

关键词： 对外汉语   古诗教学   教学价值   教学策略  

摘要： 对外汉语教学是传播中华文化、促进国际语言交流的重要途径,古诗词由于其语言凝练、文化内涵深厚,是对外汉语教学中的重要内容.然而,对于国外学生而言可能存在理解难度大、文化隔阂深等问题。基于此,本研究聚焦于对外汉语教学中的古诗教学,深入剖析其在促进中华文化传播、助力学生语言能力提升以及培养审美鉴赏能力等方面的重要价值。通过理论分析与实际案例相结合的方式,探讨了依据学生接受能力选择教学内容、丰富教学方法、注重文化背景讲解以及加强实践应用等教学策略,以期为提升对外汉语古诗教学质量、增强教学效果提供有益参考,助力汉语国际教育事业发展。

关键词： virtual laboratory   chemical synthesis   lidocainesynthesis  

摘要： The COVID-19 pandemic prompted a rapid shift from conventional in-person teaching to remote learning, posing significant challenges for laboratory-based courses. In response, a virtual lab toll was developed for the “Medicinal Substances” module focused on the chemical synthesis of lidocaine. Unlike conventional video demonstrations, this innovative approach integrated interactive, decision-based simulations, allowing students to engage in key procedural choices and experience variable outcomes based on their decisions. The design emphasized critical techniques such as liquid–liquid extractions, a known area of difficulty for students, fostering deeper conceptual understanding and reinforcing decision-making skills essential for future pharmacists and pharmaceutical sciences students. Undergraduates worked through a series of web-based tasks, encountering realistic scenarios that required the careful evaluation of options. Wrong selections led to reduced outcomes and explanatory feedback, encouraging repeated learning without the time constraints of in-person lab sessions. A postsession questionnaire evaluated the effectiveness of the virtual experience. Results demonstrated enhanced comprehension of the synthesis process, improved knowledge with critical procedural steps, and a strong student preference for interactive learning over passive observation. Students highlighted the engagement and clarity provided by the virtual format and expressed interest in its continued use alongside conventional laboratories. This study illustrates the value of interactive virtual laboratories as both a supplement to hands-on practice and a scalable tool for broadening students’ exposure to diverse chemical synthesis techniques. By reducing time demands and resource constraints, virtual laboratories offer a flexible complement to in-person sessions, enhancing chemical education through experiential, decision-based learning.