关键词： 汉语桥   对外汉语教学   线上教学  

摘要： “汉语桥”比赛是由教育部中外语言交流合作中心主办的大型国际汉语比赛,受到新冠疫情影响,第十九届、二十届“汉语桥”比赛由选手线下参赛改为选手线上答题,借助网络新媒体平台完成比赛,该比赛形式与当前形势下的对外汉语教学颇具相似之处,基于此,本文以这两届比赛为切入点,探讨其对对外汉语教学的启示,提出切实可行的教学方法。

关键词： 近机械类专业   工程制图   三维构形设计   教学改革  

摘要： 近机械类专业开设的工程制图课程具有课时少、学时跨度大、学生不重视等特点,传统的教学方法难以满足新形势下应用型人才培养的需求.本文针对近机械专业工程制图课程教授初期存在的痛点,以基本体和组合体为例,提出了基于三维构形设计为核心的教学方法,将三维特征构形设计思想应用到画图和读图实践,并利用基于SolidWorks开发的教学程序开展交互式教学活动,使学生在课堂教学和课后复习过程中自主而快速地建立空间三维形状与平面二维图形之间的一一映射关系,有效锻炼了学生的工程图学能力,培养了学生的工程图学素质.通过教学效果比较,该教学方法改革成效显著,可节省35%的教学时间;同时成绩70分以上学生占比提升了22.5%.

关键词： 混合式教学   多元化教学   网络资源  

摘要： 阐述传统教学中的问题,基于互联网的混合式教学案例分析,包括丰富的网络资源、智能的教学环境、多元化的教学模式,教学中的课前设计、课程内容规划、完善的评价体系。

关键词： 英语口语   “精准教学”   实证研究  

摘要： 以大数据、人工智能为代表的智能技术飞速发展,智能技术支持的“精准教学”正在成为研究的新热点。在高职英语口语教学中,该教学模式研究还在起步阶段,相关教学实证研究仍较为匮乏。结合前期调研结果,文章建立了一种基于UMU及iSmart双平台的高职英语口语“精准教学”模式,设计了“航空服务英语口语”课程的“精准教学”实施路径,并开展了为期一年的教学实证。通过问卷、访谈等方式,验证了该教学模式在增强学习者兴趣、提高学练效率、提升自主学习能力等方面的积极效果,同时发现了该教学模式在功能、评价体系等方面存在的问题,为下一步教学改革实践指明了方向。

关键词： case-based learning   qualitative research   teaching methods   undergraduate dental education  

摘要： Objective Cases used in case-based learning should be realistic, relatively difficult, engaging, and educational to maximize clinical knowledge and skills. Data are needed to support the effectiveness of existing and new techniques to ensure these case attributes. The purpose of this study was to explore dental students' perceptions of the wildcard technique in case-based learning. This novel technique aims to ensure key case attributes by adding new information to the analysis of a case that challenges the initial diagnosis and/or treatment plan. Methods Constructivism (paradigm) and interpretative description (approach) informed the study design. Participants were 21 third- and fourth-year dental students who took part in an oral pathology seminar in which the wildcard was employed. Data were collected through individual, semi-structured interviews that were digitally recorded and transcribed verbatim. Inductive, manifest thematic analysis was used to analyze the data. Several verification strategies were implemented to ensure rigor throughout data analysis. Results Identified themes suggest that students perceived the wildcard as a new scenario that simulated clinical practice regarding settings, situations, conditions, and required skills. They also enjoyed the wildcard and found it effective in terms of knowledge acquisition, skills development, and engagement. Students valued and recommended wildcards that were challenging, authentic, and educational. Conclusions Students positively valued the wildcard, which seems to ensure several case attributes. Learning and behavioral outcome evaluations are needed to further establish the effectiveness of the wildcard in case-based learning.

关键词： case study   critical thinking   international student   memorization   scenario-based teaching  

摘要： Issue addressed Critical thinking is essential to health promotion to overcome increasingly complex health issues. International students from Middle East and Asia are however disadvantaged when required to demonstrate critical thinking mainly because of their previous training in memorisation. This study addresses this need by evaluating the effect of case scenario-based teaching on transition from memorisation to critical thinking among international students in an Australia university. Methods This was a pre and post intervention study and data were collected from a convenience sample of 79 international Master of Public Health students specialising in health promotion in 2019 at the University of Wollongong. Results Most of the participants were female (73.4%) and aged 25 years or older (64.6%), predominantly from India (40.5%), Nepal (31.6%) and Saudi Arabia (11.4%). A paired t-test analysis showed that the intervention - case scenario-based teaching - significantly improved the mean post-intervention critical thinking skills (P < 0.001). Case studies improved critical thinking among international students, irrespective of demographic attributes. Multiple regression analyses indicated that critical thinking predicted 78.6 of the total marks, after controlling for demographic attributes. In terms of assessment marks, improved multiple solutions skills yielded better marks for tutorial participations;while improved problem identification skills improved marks for report assessments and exams. Improved communication skills led to better marks for essay assessments. Conclusions Case studies improved critical thinking and was a reliable predictor of student performance among the participants. So what? This study makes a strong case for case scenario-based teaching to improve critical thinking among international students. However, given the limitations of this study, including the small, non-representative sample, further testing is required.