关键词： 习近平法治思想   案例   案例教学   思想道德与法治”课  

摘要： 以案例教学推进习近平法治思想融入高校“思想道德与法治”课建设有助于体现习近平法治思想在指导中国特色社会主义法治建设过程中的生动实践,有助于习近平法治思想在高校的深入宣传与贯彻,有助于提升高校学生学习习近平法治思想的积极性和主动性。习近平法治思想融入高校“思想道德与法治”课案例教学应把准方向、体现正确的立场观点,着重展现时代价值,采用的案例与学生的理解能力相符合。以明确案例教学的目标、主线为重点,促进习近平法治思想融入高校“思想道德与法治”案例教学体系化;以建立案例甄选机制为基础,实现习近平法治思想融入高校“思想道德与法治”课案例教学的常态化;以“以理解案”与“以案释理”相结合为抓手,增强学生对习近平法治思想的理解。

关键词： 大类培养   中法合作办学   法语教学   培养方案   课程设置  

摘要： 随着国内本科教育持续深入发展,传统的专业细分培养模式正逐步向大类培养模式转型。这一转型为人才培养开拓新的契机,然而也给中法合作办学框架内的人才培养带来诸多挑战。在大类培养模式下,中法核工程与技术学院的法语教学难以再像以往那般开展高强度和统一化的教学活动。与此同时,培养方案的规划需要兼顾多方面的因素,课程设置、教材选用以及师资队伍建设等方面也面临全新的问题。如何在有限资源条件下,满足不同学生的法语学习需求,已然成为亟待解决的关键问题。该文以中法核工程与技术学院为例,深入剖析大类培养模式下法语教学所面临的机遇与挑战,并对相应的改革措施展开探讨,以期为中法合作办学框架内的法语教学工作提供有益的参考。

关键词： 学生,护理   骨科   实习生   案例教学法   Mini Quest教学法   评判性思维   实践能力  

摘要： 目的探讨案例教学法(CBL)结合Mini Quest教学法对骨科实习护生评判性思维和实践能力的影响。方法采用目的抽样法, 于2024年2月-2025年2月选取郑州大学第一附属医院124名在骨科实习的护生, 以抽签法分为对照组和观察组, 各62名。对照组采用传统骨科实习教学法, 观察组采用CBL结合Mini Quest教学法, 两组实习时间均为4周。比较两组入科时和实习后的评判性思维能力测试量表(CTDI-CV)评分、理论考核成绩、操作技能实践考核成绩及两组护生的教学满意度。结果实习后, 观察组CTDI-CV寻求真相、开放思想、分析能力、系统化能力、自信心、求知欲、认知成熟度维度评分和总分分别为(47.80±1.59)、(49.12±1.38)、(46.83±2.95)、(47.38±2.40)、(45.13±1.62)、(44.79±1.46)、(46.19±0.72)、(327.24±26.19)分, 均高于对照组, 差异有统计学意义(P<0.05)。观察组骨科实习护生理论考核和操作技能成绩分别为(92.34±1.86)、(90.28±1.42)分, 高于对照组的(89.75±2.23)、(87.56±2.35)分, 差异有统计学意义(P<0.05)。观察组骨科实习护生对教学模式、教学效果、理论培训、实践操作指导和教学环境维度的满意度评分均高于对照组, 差异有统计学意义(P<0.05)。结论 CBL结合Mini Quest教学法可有效提升骨科实习护生的评判性思维和实践能力, 在临床实习带教中具有推广价值。

关键词： 图像储存与传输系统   案例学习   床旁经胸超声   麻醉学   规范化培训  

摘要： 目的探讨基于PACS的案例学习结合组内复片教学在麻醉规培医师床旁经胸超声培训中的应用价值。方法选取60名规培的麻醉住院医师规范化培训学员,将其随机分为试验组和对照组,每组各30名。试验组采取基于PACS的案例学习结合组内复片教学进行临床教学,对照组采取传统教学,比较教学效果及满意度情况。采用SPSS 23.0进行t检验、Wilcoxon检验、卡方检验或Fisher确切概率法。结果两组医师在年龄、性别及年级分布上差异无统计学意义。培训后,试验组医师理论考核成绩明显优于对照组[(88.50±4.22)vs.(80.57±3.36);t=8.05,P<0.001]。同时,试验组医师技能考核成绩也优于对照组[(85.10±3.32)vs.(73.80±3.70);t=12.46,P<0.001]。问卷调查结果显示,试验组医师学习主动性、临床思维能力、临床应用能力及总体满意度均优于对照组,差异有统计学意义(P<0.05)。结论基于PACS的案例学习结合组内复片教学有助于学员更有效地掌握床旁经胸超声检查,值得在麻醉住院医师规范化培训中推广应用。

关键词： Case-Based Learning (CBL)   Pharmacy Management Education   Undergraduate Pharmacy Students   Active Learning Strategies   Pedagogical Approaches in Pharmacy  

摘要： Aim/Background: Case-Based Learning (CBL) has become a significant pedagogical approach in higher learning institutions, especially in disciplines that involve problem-solving and critical thinking. This research aims at identifying the perception that undergraduate pharmacy students have toward CBL in a pharmacy management course. Materials and Methods: In this descriptive research study, 69 fourth-year pharmacy students from a university in Saudi Arabia were chosen. The data was collected through a self-administered standardized questionnaire and the participants' demographic information, CBL perceptions and feedback were analysed. Results:The results indicated that 63.77% of students agreed that CBL helped instructors deliver material adequately. It was also observed that 77% of the students agreed that CBL enhanced materials' delivery;55.7% said it enlightened them more;and 44.92% agreed it helped in preparation and reading beforehand. Thus, 92% of the respondents agreed that it enhanced preparation. All the parameters of active participation, engagement and interaction increased for most of the students;however, it was observed that there were some discrepancies in the level of understanding and interaction. Conclusion:The study reveals the possibility of adopting CBL in a pharmacy curriculum, though with recommendations for improvement to address variety in students' learning styles. Possible future strategies include educating the instructors and reducing the level of the case study's complexity to allow more students' participation and satisfaction.

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.

关键词： Blended teaching model   Clinical microbiology examination   Knowledge graph   Online learning  

摘要： The utilization of knowledge graphs has emerged as a prevailing trend in current medical education reform due to its advantages in visualization and personalized learning. The blended teaching still faces challenges such as knowledge fragmentation, lack of personalized learning pathways and inadequate analysis of learning situations. To evalute the learning experience, learning effect and usability of knowledge graph in the clinical microbiology examination course. The knowledge graph of the clinical microbiology examination course was constructed using natural language processing, deep learning, and other advanced technologies on the Superstar learning platform. 100 third-year students enrolled in 2021 and 2020 majoring in medical examination technology served as the experimental and control group, respectively. The theoretical test scores of the experimental group using knowledge graph for online learning were higher compared to those of the control group using MOOC. The utilization of knowledge graph assisted students in constructing an overall knowledge framework of course and achieving personalized learning and self-evaluation. And it also helped teachers accurately analyze learning situations to provide targeted offline teaching methods and optimize online learning resources. The average scores of four dimensions including the quality of work and life, perceived usefulness, perceived ease of use and user control obtained by the "Health Information Technology Usability Assessment Scale" were 4.67, 4.51, 4.32 and 4.26, respectively. The knowledge graph of clinical microbiology examination course was available, which was helpful to realize personalized learning and precise teaching and effectively solve the problems existing in blended teaching model.

关键词： 对外汉语   人工智能   融合”教学  

摘要： 在当前社会背景下,人工智能技术的发展加速诸多领域改革创新的进程。人工智能基础在教育领域的应用,为对外汉语教学模式的优化、教学方法的创新提供了思路指引。对外汉语教师分析解读现有教学模式的局限性,借助人工智能技术开展探索创新,将其融入对外汉语课堂教学营造出浓厚的学习氛围,借助智能辅助教学系统优化课堂设计,应用人工智能与学生高效对话,并结合学习者的学习特点为其构建个性化的学习路径,为显著提升对外汉语教育的质量,促进中国文化的国际传播提供积极助力。本文从对外汉语学习的不可替代性入手展开分析,结合人工智能技术发展情况,分析其在对外汉语教学中应用路径,探索人工智能“融合”对外汉语教学的实践途径,提高对外汉语教学成效。