关键词： 手术教学   外科学   手术效率   医学教育   外科教育   泌尿外科  

摘要： 外科学教育是医学培养的教育体系中的重要组成部分,其核心目标是培养能够完成高质量手术操作的外科医生。随着医疗技术的不断进步和手术难度的提升,如何在保证手术效率的同时开展有效的术中教学,成为当前医学教育领域亟待解决的问题。目前国内外关于手术效率与术中教学平衡关系的系统性研究相对缺乏,特别是在具体实践层面缺少可操作性的指导方案。本研究通过文献梳理和实践总结,以北京协和医院泌尿外科为例,系统评估了影响该平衡的两大关键因素:上级外科医师的双重角色因素和住院医师相关因素。在此基础上,文章提出了一套兼顾手术效率与教学质量的培养方案。在保证手术安全和效率的前提下,为培养能够独立完成专科手术、具备临床问题处理能力的优秀外科医生提供理论依据,为教学医院开展术中教学提供了实践参考。

关键词： 案例教学   翻转课堂   《病理学》   教学模式改革   肝硬化   高职高专  

摘要： 本研究旨在探讨基于案例教学和翻转课堂的高职高专《病理学——肝硬化》课程教学模式改革。通过文献调研深入了解教学模式的理论基础和设计原则,为研究提供了理论支持。实地调研选择云南医药健康职业学院临床医学专业的学生作为研究对象,分别采用传统讲课模式和翻转课堂的方式进行教学,并进行课堂观察和成绩分析。同时开展了问卷调查,收集学生对翻转课堂教学模式的态度和评价。通过多种方法的应用,全面了解研究对象的实施情况和效果评价。研究结果显示,翻转课堂教学模式在《病理学——肝硬化》课程中取得了较好的效果,能够激发学生学习的积极性,提高学习效果。然而,也存在一些问题和挑战,如学生自主学习能力和课堂互动等方面有待进一步改进。因此,本研究为基于案例教学和翻转课堂的高职高专《病理学——肝硬化》课程教学模式改革提供了科学的依据和参考,为教学实践提供了有益的借鉴和启示。This study aims to explore the reform of the teaching mode of the vocational college course “Pathology—Cirrhosis” based on case teaching and flipped classroom. Firstly, through literature review, the theoretical basis and design principles of the teaching mode were deeply understood, providing theoretical support for the research. Secondly, field research was conducted with students from Yunnan Medical and Health Vocational College’s Clinical Medicine major as the research subjects. Traditional lecture mode and flipped classroom teaching were implemented, and classroom observations and performance analysis were carried out. A questionnaire survey was also conducted to collect students’ attitudes and evaluations of the flipped classroom teaching mode. Through the application of multiple methods, a comprehensive understanding of the implementation and effectiveness evaluation of the research subjects was obtained. The results of the study show that the flipped classroom teaching mode in the “Pathology—Cirrhosis” course has achieved good results, stimulating students’ learning enthusiasm and improving learning outcomes. However, there are also some problems and challenges, such as the need for further improvement in students’ autonomous learning abilities and classroom interactions. Therefore, this study provides a scientific basis and reference for the reform of the teaching mode of the vocational college course “Pathology—Cirrhosis” based on case teaching and flipped classroom, offering valuable insights and guidance for teaching practice.

关键词： Academic and Community Collaborations   Practice-Based Teaching   Public Health Training   Workforce Development   Curriculum Design   Community Trauma   COVID-19  

摘要： The pandemic highlighted significant gaps in the public health infrastructure impacted by shortages of public health workers, an undertrained workforce, and years of disinvestment. These gaps required innovative problem-solving by public health agencies (PHAs), including local health departments (LHDs), to respond to rapidly changing community conditions during and after the pandemic. Many schools and programs of public health (SPPH) worked with PHAs to mobilize public health (PH) students through practice-based teaching (PBT). Current research indicates PBT benefits all stakeholders—PHAs, students, faculty, SPPH, and ultimately the community served. However, more research is needed on the utility of PBT in addressing a community’s systemic public health issues, the extent to which the academic-community collaboration enhances a PHA’s capacity, and the impact of the pedagogy on preparing the workforce for an evolving PH landscape. This paper examines the process of a semester-long PBT course, guided by the PBT STEPS framework, which includes five steps from collaboration to implementation to evaluation of a PBT course. The collaborating PHA and its student group addressed community trauma and resilience issues during the semester. Additionally, it examines the longer-term impacts after the semester for the PHA, community, and the workforce by 1) conducting a formative evaluation to understand needs and gaps in the community;2) redesigning an intervention that merged the results of the formative evaluation with the intervention developed during the semester;and 3) securing funding and resources for intervention sustainability. Through the documentation of a post-course partnership between an LHD and faculty at a large school of public health, this case study illustrates the potential for PBT to lay the foundation for ongoing research that supports more impactful interventions for PHAs while bolstering the workforce abilities of students as future practitioners.

关键词： 医学教育   课程思政   案例式教学   医学细胞生物学  

摘要： 笔者探讨了在我国医学学科快速发展的背景下,通过基于课程思政的案例式教学模式来提升医学教育质量的实践与探索。重点强调了融合思政课程与医学教育的重要性,旨在培养具有人文素养和道德水准的医学人才。以医学细胞生物学教学为例,通过结合临床疾病、诺贝尔奖成就、日常生活实例以及科技前沿进展的案例,本教学模式有效地将理论知识与实际操作、伦理考量结合,增强了学生的学习兴趣,提升了他们的实践能力和创新思维。这种全面且深入的教学方法不仅使学生能够更好地理解和应用医学知识,还促进了社会责任感和道德观的形成,为培养符合新时代要求的高素质医学人才提供了有效路径。

关键词： 生物分离工程   案例教学   翻转课堂   混合式教学  

摘要： 以“生物分离工程”课程为例,探索了一种基于“案例+翻转课堂”的线上线下混合式教学模式。通过“自主学习+探究式+固化提升”的线上-线下混合式教学模式,提高学生学习的维度,增强学生提出问题、分析问题、解决问题的能力。“案例+翻转课堂”的教学方法提高了学生的课堂参与度,充分调动学生学习的积极性,通过对工业生产和科研中生物产品分离案例的分析讨论,解决工科专业课程教学中存在的知识的学习与实际应用相脱节的问题。

关键词： 大语言模型   大学教学   生成式人工智能   教学生态   人机融合  

摘要： 以大语言模型为代表的生成式人工智能正在迅速改变大学教学关于“人”及其教育的生产方式,在全球高等教育领域塑造出一种全新的人才培养模式。基于斯坦福大学的案例发现,大语言模型赋能教学的关键在于大数据集算力加速精准化教学,符号语言系统支持全时场服务,神经网络模型促进个性化指导以及智能情感技术实现人性化评价,产生了智能化涌现、无边界探索、生成式互动与情感化反馈的教学变革影响。但与此同时,人工智能“幻觉”、机器“认知偏见”与复杂系统“失控”的模型应用限度,又可能引发教学内容失真、意识形态危机与主体关系异化的多重风险,催生技术革命下新的教学危机。基于此,人工智能大模型时代的大学教学理应从“主体—目标—体系—机制”的四维关系构建系统路径,一体推进生成主义式教学创新探索、教学模型信用评级提升与多元协同教学生态建构,促进大学教学从人机协同走向人机融合,从而彰显大语言模型赋能大学教学的技术进步主义价值。

关键词： 强化学习   深度Q网络   Q学习   平衡杆   实验设计  

摘要： 为了使学生更深入地掌握采用强化学习求解任务最优策略的方法,基于深度Q网络设计了平衡杆的控制优化实验。将平衡杆实验环境建模为马尔可夫决策模型,从深度Q网络结构、探索策略、奖励函数、经验回放池更新和目标Q网络更新等角度进行了实验方案的设计。实验评估综合考虑了算法有效性、Q值估计的准确性、样本效率和Q网络的损失估计。在此基础上,将其与基准算法Q学习算法在累计奖赏和学习效率上进行了对比。该实验不仅可以帮助学生学会综合应用强化学习知识,也能帮助其掌握采用深度Q网络算法来求解离散动作空间任务的最优策略。

关键词： 工程结构鉴定与加固   PDCA闭环模式   案例教学法  

摘要： 文章分析了工程结构鉴定与加固课程的教学特点与现状,介绍了案例教学法的概念及特色,并贯穿课前、课中及课后整个教学过程,开展了基于PDCA闭环模式的案例教学法应用于工程结构鉴定与加固课程教学中的探索。基于PDCA闭环模式的案例教学法在该课程中的应用有效调动了学生学习的主动性和积极性,改善了教学效果,深化了学生对土木工程结构检测、鉴定与加固技术的认知,明确了该课程对当前建筑行业的重要性。同时,该教学方法提高了学生独立思考、分析问题、解决问题以及理论联系实际的能力,为后续土木专业课程教学提供了新思路。

关键词： 以读促写   初中英语   写作   案例分析  

摘要： 在以往的初中英语的教学中,教师往往孤立地讲授听说读写四项技能。但在新课标中明确提出在发展学生听说读写等技能的同时,还要关注和培养学生的语言综合运用能力。“以读促写”教学的模式就是将读写两种技能相融合,以读为输入,以写为输出,将读、写两种技能相融合,不仅能够提升学生的阅读能力和写作能力,还能够响应新课程标准的要求,培养学生语言综合运用能力。文章对一节“以读促写”教学模式下的初中英语写作教学课堂案例进行分析,试图以这节优质课为案例,探讨分析以读促写在写作教学中的具体实践途径以及其中蕴含的教学启示。In the past junior high school English teaching, teachers often taught listening, speaking, reading and writing in isolation. However, in the new curriculum standard, it is clearly proposed that while developing students’ listening, speaking, reading and writing skills, students’ comprehensive language application ability should be paid attention to and cultivated. Reading-to-Write Model is the integration of reading and writing skills, with reading as input and writing as output. The integration of reading and writing skills can not only improve students’ reading ability and writing ability, but also respond to the requirements of the new curriculum standards and cultivate students’ comprehensive language application ability. This paper analyzes a class case of junior high school English writing teaching based on Reading-to-Write Model, and attempts to take this high-quality class as a case to explore and analyze the specific practical approaches and teaching implications of Reading-to-Write Model in writing teaching.

关键词： 吕必松   对外汉语教学   学科建设理论   学科建设思想  

摘要： 吕必松先生是著名语言学家、语言教育家,在对外汉语教学学科建设的理论和方法上有突出贡献。语言学家的语言学思想是国家语言能力要素,是国家语言治理的理论来源。吕必松的对外汉语教学学科建设历程具有模式化特征,研究他的学科建设思想具有重要的理论意义和实践意义。吕必松对外汉语教学学科建设思想可以概括为:学科性质明确化,学科研究精细化,学科发展理论化。