关键词： 一带一路   英语教师   对外汉语教学   跨文化传播  

摘要： 在“一带一路”倡议深入推进的背景下，对外汉语教学面临着文化传播与跨文化交际的重大机遇和挑战。本文以英语教师在对外汉语教学中的跨文化传播能力为研究对象，旨在探索提升英语教师跨文化传播能力的有效策略。本文采用文献分析、案例研究等方法，系统性地分析了“一带一路”背景下对外汉语教学的文化传播内涵、现实困境及应对策略。研究发现，当前英语教师在跨文化传播中存在文化认知偏差、跨文化交际能力薄弱以及制度性障碍等问题，提升其跨文化传播能力需要从文化认知重构、传播策略创新和系统性培养等多个维度着手。

关键词： 中药化学   科研反哺教学   科研案例库   教学模式   创新能力  

摘要： 中药化学是一门涉及多学科知识和技能的课程，对学生的实践和创新能力要求较高。为提高中药化学课程的教学质量与水平，本文探讨了一种基于科研案例库的科研反哺教学模式，旨在激发和培养学生的创新与实践能力。教学团队从科研成果中挑选了23个具有代表性的科研案例，依据教学大纲，运用知识迁移、对比教学和互动教学等方法，引导学生从科研案例中领悟中药化学的基本概念、原理和方法，以提高学生的科研思维与能力。课堂表现、课后作业、问卷调查以及科研比赛等多种方式评价结果显示，该教学模式能够拓宽学生的认知视野，激发学生的科研兴趣和学习主动性，提高学生的科研素养和思维。

关键词： case-based learning   lecture-based learning   memory retention   pharmacology teaching  

摘要： Background: Teaching pharmacology is challenging due to its complex content and extensive terminology. Traditional lecture-based learning (LBL) limits engagement and retention, while case-based learning (CBL) uses real-world scenarios to improve critical thinking. Although prior research has explored CBL's impact in pharmacology education, few studies directly compare CBL and LBL in terms of memory retention and student satisfaction over a prolonged period. This study addresses this gap by comparing both methods over 4 weeks. Methods: Two educational sessions, unrelated to the curriculum or block assessments, were conducted with third- and fourth-year preclinical medical students, where basic pharmacology is delivered. Students were randomly assigned to either LBL or CBL for each session. Short-term retention was assessed immediately after the sessions, while long-term retention was evaluated 4 weeks later using multiple-choice questions designed to measure recall and cognitive understanding. Additionally, a general electronic survey was conducted to evaluate student satisfaction. Results: Comparative analysis revealed notable patterns in retention and knowledge acquisition. Short-term retention was slightly higher in the LBL group (mean 7.94, SD 1.51) than in the CBL group (mean 7.30, SD 1.60), though the difference was not statistically significant (P = .076). Conversely, long-term retention was slightly higher in the CBL group (mean 6.95, SD 1.87) than in the LBL group (mean 6.22, SD 1.88), but this difference was also not significant (P = .095). Within-group analysis, the results showed a significant decline in long-term retention for knowledge-based questions in LBL, while CBL maintained retention over time (P < .001). No significant differences in cognition or satisfaction were observed. Conclusions: CBL enhances long-term retention and knowledge acquisition, supporting its integration into pharmacology education. Further research should explore its broader ap

关键词： 核心素养   人工智能   汉语教学   义务教育   实践路径  

摘要： 当前，科学技术的飞速发展让人工智能逐渐融入学校教育的各个领域，汉语教学的培养目标和教学方式也因此发生改变，给汉语教学带来了机遇和挑战。新时代的教师需要思考如何借助人工智能，突破教育资源的限制，推动汉语教学向更高水平发展。我们应该学会利用人工智能技术开展有效的汉语教学，在注重“育人”的同时，为互联网时代的汉语人才培养打下良好基础。

关键词： 国际中文教育中文水平等级标准   言”词群   对外汉语教学  

摘要： 在汉语教育体系中,词汇教学在母语教学和第二语言教学中均扮演着至关重要的角色。其中,“言”词群数量庞大,与日常生活紧密相连,又是《国际中文教育中文水平等级标准》的重要组成部分,理应成为词汇教学研究的关键对象。然而,目前针对《等级标准》的“言”词群的教学研究相对匮乏,亟需进行相关的研究。 因此,本文聚焦于《等级标准》中的“言”词群,将之细分为“言”部单音节字词、含“言”语素的合成词以及含“言”部字的合成词三大类,运用文献综述、统计分析及归纳分析等研究方法,对该词群的结构特征和语义内涵进行全面且深入的探讨。在此基础上,借助“HSK动态作文语料库”平台,统计分析了“言”词群常见的错误类型,并根据分析结果提出了一些针对性的建议。最终,结合“言”词群在国际中文教学中的实际需求,制定了相应的教学原则和教学方法,并进行了初级阶段的课堂教学设计及其实践,通过反思得出一些新的认识。 通过研究分析,本文提出了一系列针对“言”词群的教学策略,包括语素教学法、情景教学法法、词汇联想法。这些方法不仅适用于“言”词群的教学,而且具有普适性,可推广至汉语其他词群的教学。本文旨在为汉语词汇教学领域提供一些参考,以期促进国际中文教育的持续发展和繁荣。

关键词： Anti-bacterial agents   Respiratory tract infections   Prescriptions   Education   Medical   Problem-based learning  

摘要： Background Acute respiratory infections are a common presentation in clinical practice and medical interns must learn proper diagnosis and antibiotic prescribing. Traditional lecture-based teaching may not provide sufficient opportunities for students to apply their knowledge in realistic scenarios, whereas computer case-based simulations offer an alternative approach that allows active learning and decision-making in simulated patient cases. This study investigated the effectiveness of computer case-based reasoning simulation versus traditional lectures for medical interns teaching of diagnosis and antibiotic prescribing for acute respiratory infections. Methods This comparative quasi-experimental study was conducted from 2020 to 2022 in the Department of Infectious Diseases at Shahid Beheshti Hospital, affiliated to Kashan University of Medical Sciences. The samples were selected using a convenience method and assigned to the intervention and control groups using a permuted block randomization approach. Over a period of ten months (Each month, an average of eight medical interns), a total of 40 medical interns received traditional lecture-based teaching, while another 40 medical interns were taught using a Computer Case-based Reasoning simulation. The medical interns' knowledge in both groups was assessed using pre- and post-tests. The collected data from the pre- and post-tests were then analyzed statistically using paired t-tests, independent t-tests, and ANCOVA. Results The posttest scores of the medical interns in both groups were significantly higher than the pretest scores (P < 0.001). No statistically significant differences were observed between the two teaching methods regarding mean knowledge gains in diagnoses and antibiotic prescribing practices. (P > 0.21). The results of the ANCOVA, after controlling for pre-test scores, showed no statistically significant difference between the two teaching methods in their effect on medical interns' diagnostic and