关键词： 数字化技术   案例教学   牙颌面畸形   临床教学  

摘要： 目的评价数字化技术辅助案例教学(Case‐Based Learning,CBL)模式在口腔颅颌面畸形临床教学中的应用效果。方法选取上海交通大学口腔医学院2020级口腔临床医学专业本科学生共40人为研究对象,随机分为对照组、实验组,每组20人。对照组采用以理论授课为主体的传统教学方式,实验组在传统理论授课基础上,增加数字化技术辅助CBL教学方式。对两组学生分别进行理论知识、实践综合能力考核和问卷调查,评价两种教学模式的效果。结果在理论成绩及临床实践操作考核方面,实验组的成绩均显著优于对照组,差异有统计学意义(P<0.05)。对照组、实验组学生对教学模式的体验评分结果分别为(6.1±0.64)分和(8.5±0.76)分,差异有统计学意义(P<0.05)。问卷调查显示,相较于传统教学模式,数字化技术辅助CBL教学模式在课程生动趣味性及满意程度上获得了学生更多的好评。结论数字化技术辅助CBL教学模式的应用能提高学生对理论知识的掌握程度,增加学生的学习兴趣,是完善和提升口腔临床教学实践应用的有效方式。

关键词： 学术组织   中国文化   文化传播   国际传播  

摘要： 世界汉语教学学会作为参与中国文化国际传播的关键学术性民间组织,发挥着不可替代的作用。学会在搭建多元交流平台、推进各类公共文化项目的文化传播过程中,逐步构建起静态和动态兼具的中国文化国际传播的民间体系。针对学术组织当前文化传播的实际情况,提出凝聚价值共识、明确角色定位、建立多元主体参与机制等行动路径,推动学术性民间组织深度参与到中国文化的国际传播中,以提升文化传播效能。

关键词： 大单元教学   高中英语   教师评价   作业反馈   作业评语   NVivo  

摘要： 教师作业反馈作为“教—学—评一体化”的重要环节,不仅是评价学生学习效果的有力工具,还是培养学生创新能力和自我反思能力的关键抓手,更是推动大单元教学理念落地的强力助手。基于扎根理论,运用NVivo工具对高中英语教师作业反馈文本进行深度分析,发现当前高中英语教师作业反馈的实然样态如下:在反馈内容上,偏向于直接纠正学生错误,指导性建议欠缺;在反馈方式上,以定量反馈为主线,定性反馈不完备;在反馈效果上,诊断性导向较明确,激励性力度式微。这提示高中英语教师需要从定向指引、方法融合、正面肯定3个角度优化作业反馈机制:提供指导性建议,为作业改进指明前进路径;加强定性反馈,构建全方位的反馈体系;运用激励性语言,激发学生学习动力。

关键词： 高水平“双师型”教师队伍   五个共同体   创新机制   软件开发工坊  

摘要： 面对快速变化的教育和技术环境,长沙幼儿师范高等专科学校与合作企业探索了一种基于五个共同体的“双师型”师资队伍创新机制,旨在通过深度校企合作,整合学术和实践资源,提升教师的专业技能和教学质量,同时培养学生的实践能力和创新思维。通过校企双方共建项目开发共同体、技术创新共同体、专业建设共同体、人才培养共同体和师德师风学习共同体,解决了校企融合实施过程中的主要挑战,包括文化融合难度、合作的持续性和稳定性,以及教师与企业人员的双重角色挑战。该研究不仅为“双师型”师资队伍建设提供了新的视角和方法,也为学校和企业之间的有效合作提供了重要指导。

关键词： 开放式互动教学   问题式教学   思政课   体系构建   “马克思主义基本原理”课程  

摘要： 伴随数字时代的到来,学生获取的信息在质和量上都有了明显提升,信息获取的渠道和载体呈现出多元化趋势,这对思想政治理论课(以下简称“思政课”)的改革创新提出了更高要求。开放式互动教学模式区别于传统的教学模式,强调通过营造良好的学习环境,促进师生、生生之间的良性互动,从而达到教学目的。问题式教学就是在开放式互动教学理念的基础上,聚焦课程教学,围绕教学目标和任务,形成以激发学生兴趣为起点、启发学生新知为导向、推动师生双向互动为抓手的新型教学体系和教学方法。将问题式教学应用于“马克思主义基本原理”(以下简称“马原”)课程的课堂教学,旨在讲深、讲透、讲活马克思主义基本原理,从而在提升学生理论思维能力的同时,坚定学生的马克思主义理想信念。

关键词： 大观念   高中英语   单元整体教学  

摘要： 提出基于大观念的高中英语单元整体教学实施路径,即结合文本内容,设定单元教学目标;活化教学氛围,丰富单元教学方法;创新单元评价,优化单元教学实效。结合实施路径,以人教版高中《英语》必修一Unit 3 Sports and Fitness为例展开案例分析,详细呈现基于大观念的高中英语单元整体教学的过程,为高中英语教学改革提供参考和借鉴。

关键词： 成果导向教育   心血管病学   专业型研究生   教育教学模式   临床实践   教学改革  

摘要： 目前心血管病学专业型硕士研究生培养模式存在如教学目标不明确、课程评估体系尚不完善、理论教学与临床实践脱节、临床思维和科研创新能力不足。成果导向教育(outcome based education,OBE)采用任务驱动教学方法开展教学活动,包含需求引导教育、能力引导教育、目标引导教育等。文章通过总结和分析心内科研究生教育中存在的问题,探讨基于OBE理念的心血管病学专业型硕士研究生培养模式,采用“案例-视频-讲解-操作演示”的“四合一”教学模式,加强研究生学习过程中的薄弱环节,突出学习需求与目标,为专业型硕士研究生教学改革工作提供参考依据。为培养医学临床实践能力强、专业素质高、创新意识强的心血管内科专业人才提供新的教育模式。

关键词： Interactive teaching modes   Student satisfaction   Multi-criteria evaluation   BWM   TODIM  

摘要： Prioritizing student satisfaction in higher education is crucial for delivering an educational experience that caters to students' needs, ultimately leading to improved learning outcomes and fostering gradual progress. In this paper, to identify the interactive teaching approach that best aligns with student expectations for a class of freshmen majoring in project management, a multi-criteria evaluation framework based on the best-worst method (BWM) and TODIM (an acronym in Portuguese for interactive and multi-attribute decision making) algorithm is applied. Initially, the BWM is applied to ascertain the weight distribution among the identified criteria through a process of pairwise comparison. Subsequently, the TODIM method is leveraged, considering the instructors' aversion towards the risks of teaching quality decline, to identify the blended teaching mode (A2) as the most suitable choice for the class. Upon a more in-depth individual analysis, it is observed that the blended teaching mode (A2), the online collaboration mode (A3), and the flipped classroom mode (A4) are all favored equally by the students as their top preferences. With its reliability confirmed through comparative and sensitivity analyses, this framework emerges as a strategic alternative to arbitrary selection, empowering instructors to select a personalized, hybrid, or class-wide preferred teaching mode, thus enhancing curriculum design and ensuring ongoing alignment with student needs.

关键词： Case-based learning   Multimodal imaging   Postgraduate students   Ocular fundus disease teaching   Medical education  

摘要： ObjectiveOcular fundus disease is one of the most complex areas of ophthalmology and a difficulty in ophthalmic education and training. Fundus imaging is an essential tool and reliable method for teaching fundus diseases. At present, the development of fundus imaging has entered the multimodal era. The traditional teaching mode is difficult to meet the current increasing teaching needs. This study aims to evaluate the application value of case-based learning (CBL) combined with multimodal imaging in clinical teaching of ocular fundus *** the thirty-four postgraduate students studying at the Ophthalmology Center of Beijing Tongren Hospital affiliated to Capital Medical University were included. All the students were during the standardized training period for residents at the same level of training. The traditional teaching group included 16 students who studied from September to December 2023, and the CBL multimodal imaging teaching group included 18 students who studied from January to April 2024. All students were initially tested for basic knowledge of ocular fundus diseases. After the basic training and examination, the traditional teaching group was taught the characteristics of various common fundus diseases in each imaging mode;the CBL multimodal imaging teaching group was taught the characteristics of multimodal imaging based on each disease of common fundus diseases. The two groups conducted single mode imaging and multimode imaging examination in stages as the teaching schedule, and finally took the theoretical examination and clinical case analysis examination. The score results of the theory examination, image analysis and case analysis examination were compared at each *** was no statistically significant difference between the two groups in the scores of fundus basic knowledge examination, basic imaging knowledge examination, and single mode image analysis (P = 0.44, 0.62,0.38). The scores of multimode image analysis, fin