关键词： 对俄汉语教学   热点   趋势   CiteSpace  

摘要： 21世纪以来,CNKI共800余篇对俄语国家和地区的汉语教学研究文献,这些文献在CiteSpace上呈现的关键词共现知识图谱、关键词频次与中心度排序表以及关键词突现列表,反映出二十多年来中国对俄汉语教学研究的三个热点:“汉语偏误研究”“汉俄对比基础上的汉语教学研究”和“不同俄语国家的汉语教学现状研究”,两个趋势:“语言政策视角下的汉语传播研究”和“对俄汉语教学研究的精细化”。

关键词： multi-objective optimization   cold regions   atrium of college teaching buildings   passive concept   energy consumption   daylight comfort  

摘要： The atrium space represents one of the most energy-intensive areas within buildings. This is especially evident in college teaching buildings, where the inclusion of atriums often leads to increased energy consumption, primarily due to enhancements in lighting and thermal comfort. To address this issue, this study investigates atriums in cold regions within college teaching buildings and establishes four distinct atrium models for such buildings through typological abstraction and evolution. This study utilizes the Grasshopper (Ladybug Tools;developed by Robert McNeel & Assoc, Inc. in the United States.) parametric performance simulation platform to simulate daylight comfort and energy consumption within the atriums. Range analysis is subsequently applied to assess the impact of variables on energy consumption, and variables with the least influence are eliminated. Subsequently, the Octopus plug-in is employed to conduct multi-objective optimization for the four atrium types, resulting in the attainment of a Pareto-optimized solution set. Following optimization, the energy efficiency rates for the four atrium types are determined as 10.3%, 17.6%, 37.2%, and 30.5%, respectively, while the daylight comfort rates experience enhancements of 4.4%, 10.4%, 44.7%, and 34%, respectively. This study provides designers with a reference for optimizing design parameters during the early stages.

关键词： Artificial intelligence   Watson for Oncology   Oncology   Teaching model   Case -based study  

摘要： Background: Watson for Oncology (WFO) is a decision-making system generated by artificial intelligence (AI) and has been widely used in treatment recommendations of cancer patients. However, the application of WFO in clinical teaching among medical students has not been ***: To establish a novel teaching and learning method with WFO in undergraduate medical students and evaluate its efficiency and students' satisfaction compared with traditional case-based learning ***: 72 undergraduates majoring in clinical medicine in Wuhan University were enrolled and were randomly divided into the WFO-based group and the control group. 36 students in the WFO-based group learned clinical oncology cases via WFO platform while 36 students in the control group using traditional teaching methods. After the course, final examination and questionnaire survey of teaching assessment were conducted on the two groups of students. Results: According to the questionnaire survey of teaching assessment, WFO-based group showed significant higher score in the aspect of cultivating ability of independent learning (17.67 & PLUSMN;1.39 vs. 15.17 & PLUSMN;2.02, P = 0.018), increasing knowledge mastery (17.75 & PLUSMN;1.10 vs. 16.25 & PLUSMN;1.18, P = 0.001), enhancing learning interest (18.41 & PLUSMN;1.42 vs. 17.00 & PLUSMN;1.37, P = 0.002), increasing course participation (18.33 & PLUSMN;1.67 vs. 15.75 & PLUSMN;1.67, P = 0.001) and the overall course satisfaction (89.25 & PLUSMN;5.92 vs. 80.75 & PLUSMN;3.42, P = 0.001) than those of the control group ***: Our practice has established a novel clinical case-based teaching pattern with WFO, providing undergraduate students with convenient and scientific training and guidance. It empowers students with improved learning experiences and equips them with essential tools for clinical practices.

关键词： Case-based learning   Traditional lecture   Psychology   Education   Meta-analysis  

摘要： Background Case-based learning (CBL) has been found to be effective for many subjects, but there is currently a lack of evidence regarding its utility in psychology education. The present study investigated whether CBL pedagogy can improve students' academic performance in psychology courses compared to the traditional teaching methods. Methods A systematic review and meta-analysis were conducted to investigate the effectiveness of CBL in psychology teaching. Databases including PubMed, Embase, Web of Science, China National Knowledge Infrastructure (CNKI), the VIP database, and Wanfang data were searched to find eligible randomized controlled trials. Pooled effect estimates were calculated using Hedges' g under the random effects model, and a subgroup analysis was carried to investigate the heterogeneity among *** Fifteen studies with 2172 participants, 1086 in the CBL group and 1086 in the traditional lecture-based teaching group, were included in the meta-analysis. Students in the CBL group scored significantly higher on exams than those in the lecture-based group [Hedges' g = 0.68, 95%CI (0.49, 0.88), p < 0.00]. Relatively high heterogeneity was noted among the included studies. Publication bias was examined by the funnel plot and Egger's test, but did not significantly influence the stability of the results. A subsequent evaluation using the trim-and-fill method confirmed that no single study was skewing the overall results. A qualitative review of the included studies suggested that most students in the CBL group were satisfied with the CBL teaching *** This meta-analysis indicated that the CBL pedagogy could be effective in psychology education, and might help increase students' academic scores, while encouraging a more engaging and cooperative learning environment. At present, the application of CBL in psychology education is in its initial stage. Problems related to the curriculum itself, research methodology, and challenges faced b

关键词： ARCS模型   混合式教学   大学数学   教学设计   教学实践   增值评价  

摘要： 在混合式教学实践中,一些学生学习的主观能动性不足,尤其是不能保持线上学习的积极性。基于ARCS模型进行混合式教学设计,可以较好地激发学生的学习动机,使学生自主开展学习,自由选择学习模式,满足个性化学习的需求。该文以大学数学课程为例,探索基于ARCS模型的混合式教学设计与策略应用,提升混合式教学的效果。

关键词： 二语习得   对外汉语教学   教学应用   语音教学   语法教学   词汇教学  

摘要： 二语习得理论在20世纪60年代就被视为一个重要的课题,现今,随着外语教育的快速发展,一些外语教师开始将自己的研究成果融入外语课堂,并且逐渐形成一种自觉的方式,以更好地提高外语教学水平。该文从语言、语法和语言材料三个方面研究对外汉语课堂使用第二语言的可能性。在以往的教学实践中发现,对外汉语专业学生常常会遇到“僵化”语言的错误,因此,建议使用偏误分析语言材料分析其语言障碍,并根据语言障碍制定相应的教学方案。在解决学生学习困惑和无法将汉语真正应用到实际情况的问题的同时,建议采取“输入假说+习得”的课程设计来辅助。