关键词： BOPPPS   混合教学模式   课程思政   “管理博弈”  

摘要： BOPPPS混合教学模式与人才培养课程思政相结合,是对国家关于高校课程思政高要求的积极响应与教学探索。以“管理博弈”课程为例,将思政元素融入教学实践,讲好思政故事,深入探讨“管理博弈”课程思政的教学路径。同时,深度挖掘课程各章节的思政元素,精心进行教学设计。以课程知识点“纳什均衡”为例,通过课前、课中、课后3个阶段的教学,引领学生全程参与式学习,讲述大师故事,激发学生的科学精神与爱国情感,引发思想共鸣,实现知识传授、能力培养与价值引领相结合的课程目标。该课程思政的教学实践取得了良好的效果,可为同类课程思政建设提供参考。

关键词： 开放式互动教学   问题式教学   思政课   体系构建   “马克思主义基本原理”课程  

摘要： 伴随数字时代的到来,学生获取的信息在质和量上都有了明显提升,信息获取的渠道和载体呈现出多元化趋势,这对思想政治理论课(以下简称“思政课”)的改革创新提出了更高要求。开放式互动教学模式区别于传统的教学模式,强调通过营造良好的学习环境,促进师生、生生之间的良性互动,从而达到教学目的。问题式教学就是在开放式互动教学理念的基础上,聚焦课程教学,围绕教学目标和任务,形成以激发学生兴趣为起点、启发学生新知为导向、推动师生双向互动为抓手的新型教学体系和教学方法。将问题式教学应用于“马克思主义基本原理”(以下简称“马原”)课程的课堂教学,旨在讲深、讲透、讲活马克思主义基本原理,从而在提升学生理论思维能力的同时,坚定学生的马克思主义理想信念。

关键词： 护理实习生   微信   问题导向学习   个案管理   乳腺科   带教成绩   临床思维能力   带教满意度  

摘要： 目的分析基于微信平台的问题导向学习(PBL)联合个案管理模式在乳腺科护理实习生带教中的应用效果。方法选取2023年2—11月广东省中医院大学城医院乳腺科的24名本科护理实习生,按照实习生来科实习的单双月分为对照组(单月)和观察组(双月)各12名。对照组采用传统教学法,观察组采用基于微信平台的PBL联合个案管理模式教学法。比较两组带教成绩、临床思维能力和对带教的满意度。结果观察组操作成绩、临床思维能力评分及对带教的总满意度均高于对照组(P<0.05);观察组理论成绩高于对照组,但组间差异无统计学意义(P>0.05)。结论基于微信平台的PBL联合个案管理模式能够有效提高护理实习生的理论和操作成绩,提升其临床思维能力和对带教的满意度。

关键词： 大观念   高中英语   单元整体教学  

摘要： 提出基于大观念的高中英语单元整体教学实施路径,即结合文本内容,设定单元教学目标;活化教学氛围,丰富单元教学方法;创新单元评价,优化单元教学实效。结合实施路径,以人教版高中《英语》必修一Unit 3 Sports and Fitness为例展开案例分析,详细呈现基于大观念的高中英语单元整体教学的过程,为高中英语教学改革提供参考和借鉴。

关键词： 模数结合   电子技术实验   实验教学  

摘要： 针对现有“电子技术实验”课程内容衔接不畅问题,设计了基于用晶体管电路、计数器电路、加法电路、减法电路、波形发生电路等单元电路构成观察测量晶体管输出特性曲线的综合实验案例。通过模数结合实验使学生从简单、独立、固定的单元基础实验内容过渡到复杂、系统、多样的探究性实验项目,实现在“电子技术实验”课程中将理论知识学以致用,为后续专业课程的学习打下坚实的理论实践基础。

关键词： 成果导向教育   心血管病学   专业型研究生   教育教学模式   临床实践   教学改革  

摘要： 目前心血管病学专业型硕士研究生培养模式存在如教学目标不明确、课程评估体系尚不完善、理论教学与临床实践脱节、临床思维和科研创新能力不足。成果导向教育(outcome based education,OBE)采用任务驱动教学方法开展教学活动,包含需求引导教育、能力引导教育、目标引导教育等。文章通过总结和分析心内科研究生教育中存在的问题,探讨基于OBE理念的心血管病学专业型硕士研究生培养模式,采用“案例-视频-讲解-操作演示”的“四合一”教学模式,加强研究生学习过程中的薄弱环节,突出学习需求与目标,为专业型硕士研究生教学改革工作提供参考依据。为培养医学临床实践能力强、专业素质高、创新意识强的心血管内科专业人才提供新的教育模式。

关键词： Interactive teaching modes   Student satisfaction   Multi-criteria evaluation   BWM   TODIM  

摘要： Prioritizing student satisfaction in higher education is crucial for delivering an educational experience that caters to students' needs, ultimately leading to improved learning outcomes and fostering gradual progress. In this paper, to identify the interactive teaching approach that best aligns with student expectations for a class of freshmen majoring in project management, a multi-criteria evaluation framework based on the best-worst method (BWM) and TODIM (an acronym in Portuguese for interactive and multi-attribute decision making) algorithm is applied. Initially, the BWM is applied to ascertain the weight distribution among the identified criteria through a process of pairwise comparison. Subsequently, the TODIM method is leveraged, considering the instructors' aversion towards the risks of teaching quality decline, to identify the blended teaching mode (A2) as the most suitable choice for the class. Upon a more in-depth individual analysis, it is observed that the blended teaching mode (A2), the online collaboration mode (A3), and the flipped classroom mode (A4) are all favored equally by the students as their top preferences. With its reliability confirmed through comparative and sensitivity analyses, this framework emerges as a strategic alternative to arbitrary selection, empowering instructors to select a personalized, hybrid, or class-wide preferred teaching mode, thus enhancing curriculum design and ensuring ongoing alignment with student needs.

关键词： Case-based learning   Multimodal imaging   Postgraduate students   Ocular fundus disease teaching   Medical education  

摘要： ObjectiveOcular fundus disease is one of the most complex areas of ophthalmology and a difficulty in ophthalmic education and training. Fundus imaging is an essential tool and reliable method for teaching fundus diseases. At present, the development of fundus imaging has entered the multimodal era. The traditional teaching mode is difficult to meet the current increasing teaching needs. This study aims to evaluate the application value of case-based learning (CBL) combined with multimodal imaging in clinical teaching of ocular fundus *** the thirty-four postgraduate students studying at the Ophthalmology Center of Beijing Tongren Hospital affiliated to Capital Medical University were included. All the students were during the standardized training period for residents at the same level of training. The traditional teaching group included 16 students who studied from September to December 2023, and the CBL multimodal imaging teaching group included 18 students who studied from January to April 2024. All students were initially tested for basic knowledge of ocular fundus diseases. After the basic training and examination, the traditional teaching group was taught the characteristics of various common fundus diseases in each imaging mode;the CBL multimodal imaging teaching group was taught the characteristics of multimodal imaging based on each disease of common fundus diseases. The two groups conducted single mode imaging and multimode imaging examination in stages as the teaching schedule, and finally took the theoretical examination and clinical case analysis examination. The score results of the theory examination, image analysis and case analysis examination were compared at each *** was no statistically significant difference between the two groups in the scores of fundus basic knowledge examination, basic imaging knowledge examination, and single mode image analysis (P = 0.44, 0.62,0.38). The scores of multimode image analysis, fin

关键词： 岗位胜任力   法律实务课程   教学改革   书记员工作实务  

摘要： 高职院校的课程教学必须以岗位胜任力为标准,针对高职法律实务类课程教学中存在的与岗位需求脱节的现象,本文提出了以岗位胜任力为核心的教学改革思路。通过深入分析“书记员工作实务”这一典型课程,探讨了如何在教学目标、内容、方法及评价体系等方面进行全面改革,以实现与岗位需求的紧密对接。重点改革措施包括构建基于岗位特点的职业认同感,通过仿真教学构建职业认知体系,利用岗位技能大赛提升职业进取心,通过课证融通明确职业标准,以及融合课程思政铸就职业精神等。这些改革措施旨在提升学生的岗位胜任力,为高职法律实务类课程教学改革提供可鉴之路径。