目的对2001—2024年PBL教学法在中医教学领域的研究热点及发展趋势进行可视化分析,为PBL教学法的发展和研究提供参考。方法运用Cite Space 6.2.R6和VOSviewer软件,分别对2001年1月至2024年4月CNKI数据库中收录的文献进行年度发文量、关...目的对2001—2024年PBL教学法在中医教学领域的研究热点及发展趋势进行可视化分析,为PBL教学法的发展和研究提供参考。方法运用Cite Space 6.2.R6和VOSviewer软件,分别对2001年1月至2024年4月CNKI数据库中收录的文献进行年度发文量、关键词、杂志发文量、关键词共现、聚类分析等可视化分析。结果通过检索和筛选纳入的820篇中文文献,2008年起发文量显著增加,至2020年发文量达到顶峰(68篇),关键词有491个,聚类标签有9个,突变词“临床带教”权重最高,研究核心力量为中医药院校及其附属教学医院。结论PBL教学法目前已广泛应用于中医基础课程、中医临床课程和中医经典课程,是临床教学和中医住院医师规范化培训中常用的教学方法,联合PBL教学法的混合式教学是目前更为推荐的一种教学模式。展开更多
Educational cooperation,as the cornerstone and vanguard of people-to-people exchanges and practical cooperation between China and Africa,holds irreplaceable strategic significance for enhancing the quality of Africa&#...Educational cooperation,as the cornerstone and vanguard of people-to-people exchanges and practical cooperation between China and Africa,holds irreplaceable strategic significance for enhancing the quality of Africa's human capital and accelerating its structural transformation and modernization process.This paper employs“demand–supply–adaptation”as its core analytical framework and aims to systematically explore how the educational cooperation between China and Africa can serve Africa's goal of modernization more precisely and effectively.First,through reviewing and analyzing the domestic and international research literature,this paper clarifies the focus,paradigms,and shortcomings of existing research,identifying the knowledge contribution of this study.Second,utilizing detailed macro-level data,case studies,and comparative research methods,it comprehensively presents the multidimensional status,structural characteristics,and development trends of China–Africa educational cooperation in areas such as student exchanges,cooperative education,vocational and technical training,language and cultural exchange,and emerging digital education.This paper also deeply analyzes the pressing and specific demands placed on the education system by Africa's modernization development across key dimensions like economic diversification,industrialization,agricultural modernization,social governance upgrading,and digital transformation.Third,based on the cooperative principle of“Africa's needs and China's strengths,”this paper innovatively proposes systematic countermeasures and suggestions for constructing new,multi-level,high-quality,sustainable,and future-oriented pathways for China–Africa educational cooperation:(a)promoting the strategic focus of cooperation to extend from“hard infrastructure”support to empowering“soft infrastructure”;(b)deepening the integration of industry and education and school–enterprise collaboration to precisely align with Africa's industrial development needs;vigorously developing digital education and jointly building a smart education ecosystem to help Africa bridge the digital divide;(c)improving an evidence-based,third-party evaluation system for cooperative effectiveness and a full-process quality assurance system;and(d)promoting the collaborative participation of multiple actors including governments,schools,enterprises,think tanks,and social organizations to build a new cooperative pattern of coconstruction,co-governance,and shared benefits.展开更多
文摘目的对2001—2024年PBL教学法在中医教学领域的研究热点及发展趋势进行可视化分析,为PBL教学法的发展和研究提供参考。方法运用Cite Space 6.2.R6和VOSviewer软件,分别对2001年1月至2024年4月CNKI数据库中收录的文献进行年度发文量、关键词、杂志发文量、关键词共现、聚类分析等可视化分析。结果通过检索和筛选纳入的820篇中文文献,2008年起发文量显著增加,至2020年发文量达到顶峰(68篇),关键词有491个,聚类标签有9个,突变词“临床带教”权重最高,研究核心力量为中医药院校及其附属教学医院。结论PBL教学法目前已广泛应用于中医基础课程、中医临床课程和中医经典课程,是临床教学和中医住院医师规范化培训中常用的教学方法,联合PBL教学法的混合式教学是目前更为推荐的一种教学模式。
文摘Educational cooperation,as the cornerstone and vanguard of people-to-people exchanges and practical cooperation between China and Africa,holds irreplaceable strategic significance for enhancing the quality of Africa's human capital and accelerating its structural transformation and modernization process.This paper employs“demand–supply–adaptation”as its core analytical framework and aims to systematically explore how the educational cooperation between China and Africa can serve Africa's goal of modernization more precisely and effectively.First,through reviewing and analyzing the domestic and international research literature,this paper clarifies the focus,paradigms,and shortcomings of existing research,identifying the knowledge contribution of this study.Second,utilizing detailed macro-level data,case studies,and comparative research methods,it comprehensively presents the multidimensional status,structural characteristics,and development trends of China–Africa educational cooperation in areas such as student exchanges,cooperative education,vocational and technical training,language and cultural exchange,and emerging digital education.This paper also deeply analyzes the pressing and specific demands placed on the education system by Africa's modernization development across key dimensions like economic diversification,industrialization,agricultural modernization,social governance upgrading,and digital transformation.Third,based on the cooperative principle of“Africa's needs and China's strengths,”this paper innovatively proposes systematic countermeasures and suggestions for constructing new,multi-level,high-quality,sustainable,and future-oriented pathways for China–Africa educational cooperation:(a)promoting the strategic focus of cooperation to extend from“hard infrastructure”support to empowering“soft infrastructure”;(b)deepening the integration of industry and education and school–enterprise collaboration to precisely align with Africa's industrial development needs;vigorously developing digital education and jointly building a smart education ecosystem to help Africa bridge the digital divide;(c)improving an evidence-based,third-party evaluation system for cooperative effectiveness and a full-process quality assurance system;and(d)promoting the collaborative participation of multiple actors including governments,schools,enterprises,think tanks,and social organizations to build a new cooperative pattern of coconstruction,co-governance,and shared benefits.
