关键词： 项目驱动   食品加工高新技术   案例教学   研究生课程  

摘要： 为了探索与实践基于项目驱动的案例教学模式,以安徽科技学院食品工程学院研究生课程“食品加工高新技术”为例,从教研目标设定与案例库建设、项目设计实施与反馈改进、教学调整优化与跨学科协同、团队建设培训与资源共享利用等方面出发,研究提高研究生实践能力、创新思维和团队合作精神的案例教育教学新模式,为安徽科技学院食品工程学院高素质研究生人才培养提供理论支撑,也为高等院校研究生的教育教学建设提供实践经验。

关键词： 科教融合   “统计学”课程   案例教学   教学改革  

摘要： 为培养满足大数据时代需求的创新型人才,“统计学”课程亟须进行教学改革。依托学校高水平研究型大学的人才培养定位和科研需求,课程组设计了基于科教融合的“点线面”案例教学改革方案。案例教学改革使学生的思想、知识和科研应用等综合能力,以及教师的教书育人能力和科研素养都得到了提升。案例教学改革的持续改进和推广,需要教师、学校管理层的共同努力,也需要结合所在学校的人才培养定位并辅以其他教学活动协同发力。

关键词： 泰勒原理   幼儿体育课程   绘本教学   《西游记》  

摘要： 健康是幼儿终身发展的关键基础,而幼儿体育活动是幼儿健康的关键保障。聚焦幼儿体育课程,以泰勒原理为理论框架,以中国经典故事《西游记》为载体,通过深入剖析泰勒原理的四个核心要素,即目标确定、选择经验、组织经验和评价结果,结合幼儿体育教育特点和《西游记》绘本故事的独特魅力和教育价值,提出创新的绘本教学策略,旨在提升幼儿体育课程教学质量,激发幼儿的运动兴趣,增强幼儿的身体素质,促进幼儿身心健康全面发展。

关键词： 中韩   阿姨   亲属称谓语泛化   对外汉语教学  

摘要： 血缘关系是人类社会中最广泛、最基础的人际关系,相应地,亲属称谓语作为一种基本的称呼语,广泛地存在于各个民族的语言体系中。亲属称谓泛化是指使用亲属称谓称呼本无血缘关系的人。笔者在文中着重从中韩的亲属称谓“阿姨”的基本用法及其衍生出的泛化现象入手,对“阿姨”这一称谓在汉语和韩语中的泛化形式进行简要梳理,并对“阿姨”在跨文化交际场景中的实际使用进行剖析,根据不同的使用偏误给出相应的教学建议和对策。Kinship is a kind of interpersonal relationship that exists widely in human society, so as a basic salutation, it is widely present in the language system of various peoples. Kinship titles refer to the use of kinship titles for people who are not related by blood. On this basis, the author focuses on the basic usage and generalization of the title “aunt” in China and South Korea, sorts out the generalized forms of “aunt” in two languages, analyzes the use of the word “aunt” in cross-cultural exchange, and gives corresponding teaching countermeasures according to different usage conditions.

关键词： CBL案例教学   交互画像   肾脏内科   护士实习  

摘要： 目的探讨基于CBL案例教学联合交互画像在肾脏内科护士实习教学中的应用效果。方法选取2022年3月到2023年2月在四川省人民医院肾内科进行护理实习的52名学生为研究对象, 分为试验组和对照组, 每组各26人。试验组采用CBL案例教学联合交互画像开展教学, 对照组采用传统教学。教学后比较两组实习护生随堂测验成绩和调查问卷结果的差异。采用SPSS 27.0进行t检验。结果试验组实习护生理论考核成绩为(41.08±2.09)分, 操作实践考核成绩为(42.42±2.04)分, 总分为(83.50±2.63)分, 对照组理论考核成绩为(37.69±2.80)分, 操作实践考核成绩为(39.08±3.06)分, 总分为(76.78±4.26)分, 试验组各项成绩均高于对照组, 差异有统计学意义(P<0.05)。试验组实习护生在学习评价和教学评价的问卷评分均高于对照组, 差异有统计学意义(P<0.05)。结论 CBL案例教学联合交互画像教学方式, 有利于提高学生的综合临床能力, 掌握肾内科护理基本理论和临床操作技能, 得到学生的普遍认可, 值得临床推广。

关键词： 交际策略   交际能力   对外汉语教学   Communication Strategy   Communicative Competence   International Chinese Language Education  

摘要： 语言学习的核心目标是实现有效交际，通过交际策略这一手段可以有效提高汉语二语学习者的交际能力。文章基于实证数据与理论分析，系统探讨交际策略在国际中文教学中的应用机制，发现语言水平与策略复杂度呈显著正相关(r = 0.72, p < 0.01)，性格特质显著影响策略选择模式等。通过为期12周的教学干预实验发现，接受策略训练的实验组在口语流利度(t = 3.42, p = 0.001)和交际效率(Cohen’s d = 0.89)上显著优于对照组。基于此，验证策略训练对汉语学习者语用能力的提升作用，提出关于对外汉语教学的可操作的教学建议，并浅谈对国际中文教学的一些启示。

关键词： 案例教学模式   公开数据库   流行病学   教学改革   Case-Based Teaching Model   Public Database   Epidemiology   Teaching Reformation  

摘要： 目的：流行病学是一门具有较强应用属性的方法学科。在流行病学课程教学中通过案例教学进行实战训练是实现理论的运用转化以及检验教学效果的重要手段。因此，本文拟构建基于公开数据库的案例教学模式，通过实证研究评价其实施效果，以期为流行病学课程教学创新提供科学的理论参考。方法：本文以经典的公开数据库——美国国家健康与营养调查(National Health and Nutrition Examination Survey, NHANES)为例，介绍其基本信息和数据特点，初步构建基于NHANES的案例教学模式，系统地阐述该模式在流行病学课程教学实践中的具体应用，并通过实证研究评价该模式的实施效果。结果：以基于NHANES数据库发表的三篇文献展开讨论，顺利完成基于公开数据库的案例教学模式构建。在中山大学公共卫生学院2020级104名医学本科生中开展的实证研究结果显示，试验组学生(23人)平时成绩、期末成绩和总评成绩均数和中位数均高于对照组学生(81人)，且差异均有统计学意义(p < 0.05)，提示基于NHANES数据库的案例教学模式对提高医学本科生流行病学课程学习效果有一定作用。结论：基于公开数据库的案例教学模式有望为提高学生流行病学课程学习效果和教师教学质量、推动高校流行病学课程教育的创新发展提供可靠的理论支撑。

关键词： BOPPPS   One Case to the End   Professional Values   Critical Thinking   Pediatric Nursing  

摘要： Background/aim The traditional teacher-centered teaching method of pediatric nursing only focuses on the imparting of knowledge, ignoring the cultivation of students' autonomous learning abilities and the establishment of critical thinking skills. Moreover, the humanized care for pediatric patients is merely a formality, which can't make a deep impression. This study aimed to explore the application effectiveness of the "One Case to the End" teaching model based on BOPPPS in pediatric nursing teaching. Materials and methods A quasi-experimental research design and convenience sampling were conducted in this study. A total of 276 nursing undergraduates from two parallel classes of a nursing college were recruited, with 138 students in the Grade 2020 serving as the control group and receiving the traditional teaching method, while the students of Grade 2021 served as the experimental group and implemented the "One Case to the End" teaching model based on BOPPPS. At the end of the semester, the study compared the two groups of students' academic performance, the level of nurses' professional values and critical thinking abilities. Additionally, it surveyed the experimental group's satisfaction with the curriculum teaching reform. Results The academic performance, the score of nurses' professional values and the score of critical thinking abilities of the experimental group were significantly higher than those of the control group (all P < 0.01), and the students in the experimental group had a relatively high evaluation of the reform satisfaction with the new teaching model. Conclusion The "One Case to the End" teaching model based on BOPPPS can effectively enhance students' academic performance, nurses' professional values and critical thinking abilities, and improve the teaching quality of pediatric nursing.

关键词： biochemistry and molecular biology   early clinical exposure   improved case-based learning   teaching evaluation  

摘要： Contemporary undergraduate medical education has been exploring ways to effectively link basic medical curricula with clinical practice. Despite the variety of approaches, there is still no effective model or assessment method. This study examines an improved case-based learning (CBL) model that attempts to bridge the transition between basic and clinical medicine curricula. This study implanted an improved case-based learning approach in a biochemistry and molecular biology course in a clinical specialty class and evaluated the pedagogical effectiveness of this integrated approach. This study utilized a "three-tiered" teaching evaluation to assess satisfaction with teaching at three different stages of undergraduate education and to collect constructive feedback from students. We found that the satisfaction of the students in the class was significantly higher than 70% in all three dimensions of "knowledge acquisition, clinical thinking training, and comprehensive literacy", and the satisfaction gradually increased with the growth of students' performance, exceeding 80% and 90% in the second and third stages, respectively. This fully demonstrates that the iCBL model can construct students' clinical thinking system and provide an important attempt for "early clinical practice". In addition, the constructive comments from the students made us realize the shortcomings of the method, and we will continue to improve it in the future teaching of biochemistry courses. In conclusion, the integration of interdisciplinary knowledge helps students to synthesize and apply multiple aspects of knowledge to analyze and deal with complex clinical problems.