关键词： 单篇课文   学习任务群   任务设计  

摘要： 在素养目标的导航下,语文教学要充分挖掘教材内容,紧扣语言的积累、内化、转换、创生“四个”维度,精心设计学习任务群,让学生历经语言的积累、建构与表达的实践过程,丰富个体的言语经验,提升学生的语用能力,同时发展思维,树立健康的审美意识和正确的审美观念,培养学生的文化自信。

关键词： 二项分布   财富分配   中心极限定理   随机变量  

摘要： 本文基于财富分配问题的数值模拟,设计了概率论实验教学案例,由此建立了用随机变量描述分配方式的数学模型,形象地展示了二项分布、正态分布、中心极限定理和随机变量的方差等教学内容,丰富了概率论实践教学素材.

关键词： PBL阶梯教学法   眼科   专业学位研究生   临床前培训  

摘要： 目的评价基于病例的以问题为基础的学习(problem-based learning,PBL)阶梯教学法在眼科专业学位研究生临床前培训中的应用效果。方法收集2016年9月至2023年9月广东省人民医院眼科规培基地的资料。根据接受的教学方法分为基于病例的PBL阶梯教学法(阶梯PBL组)与传统PBL组。通过理论考试成绩、综合素质评分和问卷调查评估教学效果。结果阶梯PBL组理论考试平均成绩(84.67±5.38分)高于传统PBL组(75.71±4.73分),差异均具有统计学意义(P<0.001);阶梯PBL组的综合素质得分在影像阅片、病例分析、前沿进展、人文关怀四个方面高于传统PBL组,差异有统计学意义(P<0.001);教学评价中阶梯PBL组在启发学生、病例分析、思政教育、问题反馈四个方面均较传统PBL组得分更高,差异有统计学意义(P<0.001)。结论基于病例的PBL阶梯教学法应用于眼科专业学位研究生的临床前培训,有助于培养和提升住院医师的临床思维能力,使其更快融入眼科临床实践。

关键词： 翻转课堂   案例组织式   通信原理  

摘要： 通过对课程教学方法不断进行思考、实践和改进,探索出“以学生学习为中心,以提高创新实践能力为导向”的案例组织式翻转课堂教学模式。以“通信原理”和“机器视觉定位仿真实践”等电子信息类专业课程的教学为例,阐述案例组织式翻转课堂教学策略,将“线上线下相配合+理论与实践并重+围绕案例设计教案”贯穿课程教学始终,拓展教学时空,激发学生学习兴趣,提高教学效果。

关键词： 设计思维   项目制教学   创新实践  

摘要： 根据国务院办公厅对创新创业教育改革的整体部署,其强调要推进高等教育综合改革、促进高校毕业生更高质量创业就业,而设计思维是一套利用创造性设计流程来解决传统问题的规范化框架。因此,本研究以乐山师范学院动植物检疫专业为例,以期将设计思维有效融入高等教育教学课堂,利用设计思维的项目制教学完成专业实践教学创新,从而促进学生创新能力以及解决社会工作实际问题的能力提升。According to the overall deployment of the General Office of the State Council on innovation and entrepreneurship education reform, it emphasizes the need to promote comprehensive reform of higher education and promote higher quality entrepreneurship and employment for college graduates. Design thinking is a standardized framework that uses creative design processes to solve traditional problems. Therefore, this study takes the animal and plant quarantine major at Leshan Normal University as an example, in order to effectively integrate design thinking into higher education teaching classrooms, use project-based teaching of design thinking to complete professional practical teaching innovation, and promote students’ innovation ability and ability to solve practical problems in social work.

关键词： 手足外科   临床实习生   雨课堂   立体教学   实践教学   批判性思维评分  

摘要： 目的探究基于雨课堂的案例式立体教学模式在手足外科临床实习生实践教学中的应用。方法选取2022年1月—2023年7月在滨州医学院烟台附属医院手足外科实习的60名临床实习生为研究对象,根据实习时间分组,2022年1—8月实习的实习生为对照组(n=30),2022年9月—2023年7月实习的实习生为观察组(n=30)。对照组实施传统教学,观察组实施基于雨课堂的案例式立体教学模式,比较2组实习生的理论和操作成绩、教学效果,职业认同、关爱能力、批判性思维。结果教学后,观察组的理论成绩和操作成绩[(86.52±5.31)分、(89.76±5.29)分]高于对照组[(75.42±5.39)分、(80.62±6.34)分],差异有统计学意义(P<0.001)。观察组的课堂大纲完成率、人文教学、资料检索能力得分[(88.35±5.54)分、(86.49±5.55)分、(82.32±5.62)分]高于对照组[(78.79±5.12)分、(79.24±5.81)分、(73.84±5.39)分],差异有统计学意义(P<0.001)。观察组的职业认同、关爱能力、批判性思维评分[(110.71±9.26)分、(190.12±15.14)分、(318.51±23.65)分]高于对照组[(92.14±7.82)分、(182.33±14.62)分、(305.23±22.41)分],差异有统计学意义(P<0.05)。结论基于雨课堂的案例式立体教学模式可以培养实习生的批判性思维,提高职业认同、关爱能力、理论操作以及教学效果,可将其应用于临床教学中。

关键词： 隐性教育   课程思政   留学生   汉语教学  

摘要： 隐性教育视角下,课程思政融入留学生汉语教学的路径探究是一个相对新兴的研究领域。在本文中,研究者将从隐性教育视角出发,探讨留学生汉语课程中融入课程思政的必要性,以及如何在教学过程中“润物细无声”地融入思政教育,对留学生进行潜移默化的文化渗透,培养汉语思维,帮助留学生更好地了解中国知识,讲好中国故事,传播中国文化。

关键词： Virtual reality   Extended reality   Case-based teaching   Graduate education   Thoracic surgery   Collaborative virtual reality  

摘要： Background: In medical education various non-digital teaching methods are established. However, studies have proven that the immersive character of virtual reality (VR) applications positively impact the understanding of spatial relationships. This study outlines the development and pilot testing of a novel system for collaborative, case-based VR teaching, utilizing real-time volume rendered computed tomography (CT) data of thoracic cases among graduate students. Methods: A system was configured and deployed to provide real-time volume rendered CT data in a collaborative, multiuser VR environment. A thoracic surgery VR course was implemented into the surgical graduate curriculum, which has subsequently been evaluated with questionnaires. Results: Seventy students assessed the curriculum through a questionnaire. Usability was rated intuitive (77.14 %) while few students (5.71 %) reported cyber sickness. A vast majority (98.57 %) agreed VR improved their understanding of anatomy compared to traditional methods and most students found learning more effective. (88.57 %) and joy during participation was rated high (97,14 %). A majority of the students (61.43 %) believed VR could partly replace traditional methods. They supported integrating VR into preclinical (81.43 %) and clinical teaching (94.29 %) as well as taking VR courses from home (78.57 %). Most participants (90,72 %) encouraged the expansion of VR infrastructure. Conclusion: The concept of a collaborative real-time VR-based educational program in medical graduate teaching has proven its technical feasibility and positive acceptance with a desire for more VR integration in surgical curricula. A two-armed study will be conducted to evaluate the objective impact as the expansion of VR environments for teaching continues.

关键词： thermal comfort   CO2 concentration   teaching space   cold region of China   ventilation optimisation design  

摘要： Background: Educational spaces, which represent a vital setting for students' learning activities, significantly influence both learning efficiency and physiological health. As university teaching spaces are characterised by high occupancy density and prolonged occupancy, it is vital to address the problem of elevated CO2 concentrations in these spaces. Although effective ventilation design can improve indoor air quality, the relatively short ventilation periods in cold regions of China, driven by winter insulation requirements, often lead to substandard indoor air quality. Purpose: Based on predicted mean vote (PMV), this study explored the effect of natural ventilation on indoor CO2 concentration during the transition season in cold regions and proposed reasonable optimization strategies. Method: Through the method of combination of measurement and simulation, an effective design method of doors and Windows and an intermittent ventilation strategy for improving the indoor environment quality of teaching space in universities in cold regions of China are put forward. Result: The results revealed that indoor CO2 concentrations exceeded the standard limit of 1000 ppm for the majority of the periods studied. Peak indoor CO2 concentrations reached 1970 ppm, 2751 ppm, and 3200 ppm in large-, medium-, and small-sized classrooms, respectively. The duration of exceeding CO2 concentration accounted for the highest proportion of class time, which were 89%, 93%, and 88%, respectively. Furthermore, optimisation of door and window design and ventilation methods was carried out for a representative medium-sized classroom. The simulation results indicated that while maintaining indoor comfort (-0.5 < PMV < 0.5), peak indoor CO2 concentrations during class periods decreased from 2551 ppm to 1149 ppm, and the proportion of time for which CO2 concentrations exceeded standards decreased from 87% to 47%. Conclusions: This study suggests that relevant codes and standards should be refi

关键词： Teacher educator   Non-university-based teacher educator   Modeling   Second-order teaching competency   Model lesson   Lesson study   Boundary crossing  

摘要： This exploratory case study investigates the boundary-crossing learning patterns of 53 Chinese non-universitybased teacher educators (NUBTEs) as they develop their second-order teaching competency by developing model lessons in a formal professional development (PD) program. The study identifies three patterns in the development process: a) Enhancing disposition by transforming identity from teachers to teacher educators;b) Enriching knowledge by coordinating between different sources;and c) Improving practice by reflecting on the feedback from stakeholders after engaging in teacher education tasks. These patterns jointly explicate NUBTEs' second-order teaching competency development process and indicate theoretical and practical implications for advancing NUBTEs' professional learning.