关键词： 新工科   信息融合   案例   教学模式  

摘要： 在新工科背景下,高校研究生培养的教学模式需要改革,分析了《信息融合理论及应用》课程现有教学模式的弊端,提出了案例化教学模式,将理论教学和案例化教学有机结合起来。经过一个学期的教学实践后,案例化教学使教学效果得到了显著提升,提高了学生的学习兴趣,有力地培养了学生的工程实践能力。

关键词： 化工安全   热失控   反应器   热安全   教学设计   动态模拟  

摘要： 针对化工工艺热风险评估与化工设备安全技术课程中化学反应器热安全传统实验的危险性高、动态过程可视化不足等问题,本文设计了基于仿真模拟软件的化学反应热安全仿真实验教学方案。以环己酮氨肟化半间歇反应器为研究对象,构建稳态与动态模型,模拟冷却水失效和反应物浓度波动工况下的热失控动态响应。借助动态仿真,可实现对过程参数的动态追踪,揭示热失控机理与安全操作边界。该教学方案融合了化工热力学、反应工程与过程控制知识,利用虚拟仿真技术突破传统实验的局限性,培养学生的工程实践能力与创新思维。实践表明,实验提高了学生对反应热失控机理的理解,加强了理论与工程应用的结合,为化工安全专业实验教学提供了新范式。

关键词： 护理本科生   护理综合实训   STEM教育理念   Tanner模式   评判性思维能力   人文关怀能力   护理教育  

摘要： 目的 探讨基于STEM教育理念和Tanner模式的护理综合实训案例教学实践效果。方法 选取护理专业2021级本科学生作为研究对象,通过抽签方法各选取2个班作为观察组和对照组,各102人。对照组在护理综合实训课程中采用常规案例教学法;观察组基于STEM教育理念建设以操作技能项目库和综合教学案例库为主的教学资源库,并按照Tanner模式通过察觉、诠释、反应、反思4个环节开展案例教学。结果 教学结束后,观察组课程考核成绩、评判性思维能力及人文关怀能力评分显著高于对照组(均P<0.05);观察组护生对课程教学效果的认同率为67.6%~90.2%。结论 基于STEM教育理念和Tanner模式的护理综合实训案例教学有利于提高学生的课程成绩、评判性思维和人文关怀能力,护生对课程教学的认可度较高。

关键词： Task-Based Language Teaching(TBLT)   spoken English teaching   coping strategies  

摘要： This study aims to explore how the task-based approach can be effectively implemented in the teaching of spoken English in primary schools and to reflect on its impact on students’speaking *** recent years,TBLT has been increasingly adopted in primary English language teaching due to its ability to create a more engaging,authentic,and student-centered classroom ***,despite its theoretical advantages,TBLT still faces many challenges when applied in primary school *** Xinxu Town Central Primary School in Yangxi County as a case study,this research collects and analyzes data through classroom observations,student questionnaires,and teacher interviews to examine the practical effects and implementation challenges of TBLT in teaching spoken English in primary *** problems are identified through this empirical investigation,and strategies are proposed to enhance the effective application of TBLT in the teaching of oral English in primary schools while supporting teacher professional development.

关键词： 案例教学法   儿科   儿科实习生   医患沟通技能  

摘要： 目的探讨案例教学法在儿科实习生医患沟通能力培养中的应用效果。方法将89名儿科实习生按照随机数字表法分为研究组45名和对照组44名,对照组实习生采用传统教学法,研究组实习生采用案例教学法。教学前后,采用哈佛医学院沟通量表(HMSCS)和自制临床诊疗能力考核评价两组实习生的沟通能力和诊疗能力,并比较两组实习生的实习满意度。结果教学后,两组实习生HMSCS总分及各维度评分、临床诊疗能力考核成绩较教学前升高,且研究组高于对照组(P<0.05或0.01)。研究组实习生总满意度高于对照组(P<0.05)。结论案例教学法有利于提升儿科实习生的医患沟通、人文关怀能力与综合素养。

关键词： Peer-supported reasoning   Collaborative group work   Synchronous and asynchronous scaffolding   Early multiplicative thinking  

摘要： This practice-based case study is taken from a large three-year school-based participatory research project and presents evidence of both teacher-adapted and peer-supported learning in collaborative group work in early years mathematics. We draw on Vygotskian sociocultural theory, incorporating asynchronous and synchronous scaffolding, to examine evidence from one teacher's unit of work conducted with a class of 6- to 8-year-old children where the focus was on equal grouping as an aspect of early multiplicative thinking. Four videoed lesson observations were taken over a six-week period. These indicate how the teacher adapted her support across the four lessons, both in promoting talk prompts and in progressing learning. Detailed transcript data are presented of the interactions of two groups of three children from the fourth lesson as they collaborated on a task intended to challenge their thinking in relation to equal grouping. The two interactions are analysed according to sociocultural discourse and demonstrate how the use of manipulatives took on a critical mediation role in the collaborative dialogue and shared learning within the groups. In solving the task, the children took the group's shared ideas as their own. The two group interactions are presented as practice-based evidence that an approach, which takes account of teacher autonomy in directing and reinforcing steps of learning (asynchronous scaffolding), can result in productive peer-supported synchronous learning.

摘要： The recent paradigm shift in teaching provision within higher education, following the COVID-19 pandemic, has led to blended models of learning prevailing in the pedagogic literature and in education practice. This shift has also resulted in an abundance of tools and technologies coming to market. Whilst the value of integrating technology into teaching and assessment has been well-established in the literature, the magnitude of choice available to educators and to students can be overwhelming. The current pilot investigated the feasibility of integrating key technologies in delivering technology-enhanced learning (TEL) case-based learning (CBL) within a sample of year two medical students. The cohort was selected at random, as was the control group receiving conventional CBL. Both groups were matched on prior academic performance. The TEL-CBL group received (1) in-person tutorials delivered within an immersive learning suite, (2) access to 3D anatomy software to explore during their self-directed learning time, (3) virtual reality (VR) guided anatomy exploration during tutorials, (4) access to a generative AI-based simulated virtual patient repository to practice key skills such as communication and history taking, and (5) an immersive medical emergency simulation. Metrics assessed included formative academic performance, student learning experience, and confidence in relation to communication and clinical skills. The results revealed that the TEL-CBL group outperformed their peers in successive formative assessments (p < 0.05), engaged thoroughly with the technologies at their disposal, and reported that these technologies enhanced their learning experience. Furthermore, students reported that access to the GenAI-simulated virtual patient platform and the immersive medical emergency simulation improved their clinical confidence and gave them a useful insight into what they can expect during the clinical phase of their medical education. The results are discussed i

关键词： 案例式   启发式   探究式   设计素描   教学方法  

摘要： 人工智能时代的设计教育需求背景下,设计素描课程的教学观念、教学形式与教学体系都发生了相应的变化。基于此,案例式、启发式、探究式教学模式,旨在构建一个能够全面提升学生设计思维与实际操作能力的课程训练体系。强调通过自主探究、发现规律的过程,强调的是体验,而不是模仿,强调的不是模式,而是思路,重视的不是结果,而是过程。以此强化设计素描课程训练中的“设计性”“创造性”,实现从“教师中心”向“学生中心”的转变,促进设计素描课程教学质量与效果的全面提升。

关键词： 生理学   案例教学   四融合三贯通  

摘要： 新时代教育背景下,生理学课程主动进行多层次知识融合的案例教学,深入推进课程改革。课程通过实施四个教学过程融合和三个培养目标贯通的案例教学,以及对教学效果进行评估,以期能够提高生理学的教学效果,实现培养高素质人才的目标。In the new period of education development, the Physiology course actively integrates multilevel knowledge into case-based learning and deeply promotes curriculum reform. This paper explored case-based learning, which can integrate four teaching processes and connect three training objectives, and evaluated the teaching effect in Physiology course, so as to improve the teaching effect and achieve the goal of cultivating high-quality talents in the teaching of physiology.