关键词： 探究式学习   通判   北宋   教学设计  

摘要： 在高中历史教学中开展探究式学习既具有理论依据,又具备实践空间。在具体设计历史探究活动时,首先应做好相关史学资源的准备,其次要在教学主线的整体指引下贴合高中历史的教学实际,最终完成对历史探究问题的整体设计。加强高中历史探究式学习的相关设计,既能有效提高课堂教学质量和学习效果,又能培养学生的高阶历史思维和核心素养。

关键词： 案例教学法   临床研究方法学   中医药   针灸   教学应用  

摘要： 在科技助力中医药飞速发展的时代背景下,强化中医药院校学生的中医药临床科研思维,提升临床科研能力是推动中医药传承创新的根基。中医药临床研究方法学作为中医药临床与科研的衔接学科,对学生临床科研能力的提升有着重要作用,其课程教学质量关系到学生今后进入临床开展临床科研的能力。本文从案例教学法的定义、医学应用现状出发,分析中医药临床研究方法学的教学特点,探讨其在该领域的应用思路,包括案例体系分层构建、教学模式创新、案例库建设及师资评价优化等,并对未来发展方向进行展望,以期为中医药研究人才培养提供参考。

关键词： Asynchronous online discussion   Case-based learning   Expert teaching practices   Instructional design   Case study  

摘要： The purpose of this multiple-case study was to investigate how expert instructors in case-based learning (CBL) conceptualize, structure, facilitate, and assess asynchronous online discussions while addressing challenges. Accordingly, we first interviewed three expert instructors with extensive teaching experience using CBL in higher education in online learning environments and then observed their online courses. Results indicated that (a) how instructors conceptualize case discussions may relate to different conceptualizations of their instructor role, (b) instructors typically clustered facilitation strategies creating posts that included content expertise, social congruence, and cognitive congruence, but how these strategies were implemented differed across instructors, and (c) instructors differentiated solutions to challenges associated with observed difficulties on the instructor and student side. Implications for practice and research are provided.

关键词： Case-based teaching   Generative AI tool   Medical biochemistry   Teaching evaluation  

摘要： BACKGROUND:Medical biochemistry, a fundamental course in medical education, has a complex and expanding knowledge base. Traditional teaching methods often fail to meet students' needs for in-depth understanding and personalized learning. Students can become overwhelmed by the vast array of biochemical concepts, reactions, and molecular structures. OBJECTIVE:This study aims to explore the potential of generative AI tools as teaching assistants in medical biochemistry, particularly in CBL (Case-Based Learning) settings where their application is currently limited. METHODS:We conducted a comparative study involving a control group (N = 40) and an experimental group (N = 39) to assess the impact of AI tools on CBL learning. We analyzed students' performance and compared evaluations of their work by both teachers and AI tools. Additionally, a questionnaire was used to gauge the effects of AI tools on case study learning. RESULTS:The experimental group using AI tools showed significantly better performance than the control group. The former completed case assignments faster (2.6 h vs. 5.5 h, P < 0.05) and achieved higher exam scores (77.3 ± 4.3 vs. 66.5 ± 5.4, P < 0.05). AI-based grading on students' assignments closely matched teachers' evaluations on them (P > 0.05), demonstrating reliability in assessment. Students rated AI highly for basic knowledge acquisition (Q4M = 9.18) but noted limitations in complex clinical reasoning (Q11M = 4.20) and innovative thinking (Q12M = 3.90). Key concerns of using AI included that AI reduced interaction between teachers and students (Q1M = 7.17) and standardized AI outputs led to homogenized learning (Q6M = 6.56). Despite these drawbacks, students' acceptance of AI increased significantly after the trial (5.5 to 7.6, P < 0.05). CONCLUSION:Generative AI tools have significantly enhanced learning efficiency and performance in CBL teaching of medical biochemistry, shortened task completion time and improved examination scores. Although

关键词： MBBS留学生   临床医疗话语   目标情景分析   医学汉语教学  

摘要： 目的 基于目标情景分析理论，探讨高校MBBS留学生在临床实习中的医疗话语需求，明确典型工作场景、交际事件及语言技能需求，为优化医学汉语教学提供科学依据。方法 本研究采用文献分析、问卷调查及质性访谈的三角互证方法，对锦州医科大学252名MBBS留学生进行问卷调查，并对其中10名留学生代表进行半结构式访谈，使用SPSS统计分析与主题分析法对数据进行处理。结果 研究识别出MBBS留学生在临床实习中的4种典型汉语工作任务和7项核心交际事件。留学生需掌握以听力为核心，阅读及口语为辅的共12项具体语言技能，以完成临床实习中的医疗话语交际任务。结论 针对MBBS留学生的语言需求特点，建议构建“基础理论+综合实践+临床应用”的医学汉语课程体系，设计“疾病主题点-诊疗任务线-语言应用面”的教学内容，创新“意识+手段+资源”的教学手段，以及形成“医学+语言+文化”的跨学科融合模式。

关键词： 非洲国家   中小学   汉语国际教育   教材   教学问题  

摘要： 随着全球化进程的加快,汉语作为联合国官方语言之一,其国际地位日益提升。通过系统梳理非洲国家中小学对外汉语教学的研究现状,总结其现状与趋势,探讨其对促进中非文化交流与合作的重要作用。旨在探讨中非关系发展背景下汉语国际教育的重要性,系统梳理非洲国家中小学汉语教学的研究进展,为汉语国际推广与中非语言教育合作提供理论支持和实践指导,以期推动中非文化交流与合作的深入发展。

关键词： virtual laboratory   chemical synthesis   lidocainesynthesis  

摘要： The COVID-19 pandemic prompted a rapid shift from conventional in-person teaching to remote learning, posing significant challenges for laboratory-based courses. In response, a virtual lab toll was developed for the "Medicinal Substances" module focused on the chemical synthesis of lidocaine. Unlike conventional video demonstrations, this innovative approach integrated interactive, decision-based simulations, allowing students to engage in key procedural choices and experience variable outcomes based on their decisions. The design emphasized critical techniques such as liquid-liquid extractions, a known area of difficulty for students, fostering deeper conceptual understanding and reinforcing decision-making skills essential for future pharmacists and pharmaceutical sciences students. Undergraduates worked through a series of web-based tasks, encountering realistic scenarios that required the careful evaluation of options. Wrong selections led to reduced outcomes and explanatory feedback, encouraging repeated learning without the time constraints of in-person lab sessions. A postsession questionnaire evaluated the effectiveness of the virtual experience. Results demonstrated enhanced comprehension of the synthesis process, improved knowledge with critical procedural steps, and a strong student preference for interactive learning over passive observation. Students highlighted the engagement and clarity provided by the virtual format and expressed interest in its continued use alongside conventional laboratories. This study illustrates the value of interactive virtual laboratories as both a supplement to hands-on practice and a scalable tool for broadening students' exposure to diverse chemical synthesis techniques. By reducing time demands and resource constraints, virtual laboratories offer a flexible complement to in-person sessions, enhancing chemical education through experiential, decision-based learning.

关键词： Healthcare   Healthcare AI   Biomedical ethics   Biomedical ethics education   Artificial intelligence   Artificial intelligence ethics   Artificial intelligence ethics education   Health professions education   Case-based learning  

摘要： As applications of artificial intelligence (AI) integrate rapidly into healthcare, there is a pressing need for educational strategies to prepare various health professionals to identify, interrogate, and address AI-related ethical challenges. However, few pedagogical resources exist to support end users as they consider the ethical dimensions of healthcare AI. Involving highly technical elements and emerging regulatory structures, healthcare AI presents unique challenges to educators. The rapid pace of AI innovation and lack of transparency behind AI algorithms can limit opportunities to examine nuanced ethical themes related to algorithmic biases and validation. These limitations have far reaching implications when applied in practice, raising broader ethical concerns related to end-use and public trust, distribution of accountability for clinical decisions, and oversight of healthcare AI. While evidence supports the use of case-based learning in ethics education, the complexity of AI technologies demands careful consideration for how to integrate case-based learning into ethics education. In this paper, the authors describe pedagogical strategies used in an AI ethics course for healthcare professionals and biomedical scientists. Drawing on their experiences in teaching the course over three years, the authors describe the use of AI cases to promote consideration of ethical implications of AI among professionals whose careers may be impacted by the integration of AI-enabled technologies into healthcare. The authors close with reflections and lessons learned on the promises and challenges of graduate education as a tool in the responsible integration of AI into healthcare.

关键词： 教学改革   案例教学   项目制课程   问题导向思维   生物传感器与疾病诊断  

摘要： 目的生物传感器与疾病诊断课程目标是培养学生利用生物传感器技术解决疾病诊断中实际问题的能力。在前期教学中作者设计并开展了项目制课程教学,开展项目制教学一定程度上激发了学生的学习兴趣,但是学生普遍反映项目制课程难度大,项目制课程任务完成率不足1/3。方法针对这一问题,本论文提出了融合案例教学和项目制课程教学法,训练学生“问题导向”和“需求导向”的思维模式,提高融汇已学知识解决实际问题的能力。结果首先基于案例教学,完成“生活常见疾病-用于疾病诊断的生物传感器-生物传感器的关键技术-基础知识点”学习,培养学生“场景-需求-设备-技术-原理-知识点”的问题导向思维能力,引导学生养成面向实际需求的思维模式。在完成案例式教学后,教师讲解生物传感器的发展历程、分类、原理,设计了项目制教学内容,在项目制教学中,学生通过“疾病-生物标志物-分析电化学活性-修饰电极-建立检测方法-评估检测性能”逻辑主线实现了提出问题、分析问题、解决问题的问题导向思维能力训练。该教学方法大幅度提高了项目制课程的教学效果,项目制课程任务完成率达到了100%。结论案例教学融合项目制课程教学方法能够有效地提高项目制课程教学效果,培养了学生“问题导向”和“需求导向”的思维模式,提高了学生融汇已有知识解决实际问题的能力,为培养领军型人才提供支撑。

关键词： clinical reasoning   veterinary education   case-based teaching   peer review  

摘要： Clinical reasoning (CR) is an important clinical competency for effective veterinary practice. We hypothesized that implementing an explicit 7-week CR curriculum taught in a large-enrollment elective veterinary cardiology course would improve students' awareness of clinical reasoning principles, self-efficacy of CR skills, and application of CR principles in clinical case analyses. A secondary aim was to assess the impact of peer review as a means of providing feedback in a large classroom setting. A mixed method approach was used with veterinary students (N = 78) in a cardiology elective course meeting twice weekly for a half-semester (7 weeks). Course content included a 1-week introduction to CR led by the instructor and 6 weeks of instructor-facilitated, case-based learning. Quantitative and qualitative data were collected, including pre- and post-course surveys, weekly peer reviews for six clinical case assignments, and instructor-graded clinical cases for three case assignments. Students reported improved self-efficacy across all CR skill categories (p < .001) and significant improvement in applied CR skills was demonstrated in both peer- (p < .001) and instructor-graded assignments (p < .001). Peer reviews provided a means for students to reflect on and internalize CR skills, which may play a role in improved self-efficacy. In an elective cardiology course, implementing an explicit CR curriculum resulted in improved student awareness and self-efficacy of CR, as well as improved applied CR skills.