In this paper we consider averaging and finite difference methods for solving the 3-D boundary-value problem in a multilayered domain. We consider the metal concentration in the 3 layered peat blocks. Using experiment...In this paper we consider averaging and finite difference methods for solving the 3-D boundary-value problem in a multilayered domain. We consider the metal concentration in the 3 layered peat blocks. Using experimental data the mathematical model for calculating the concentration of metal at different points in peat layers is developed. A specific feature of these problems is that it is necessary to solve the 3-D boundary-value problems for the partial differential equations （PDEs） of the elliptic type of second order with piece-wise diffusion coefficients in the three layer domain. We develop here a finite-difference method for solving a problem of the above type with the periodical boundary condition in x direction. This procedure allows reducing the 3-D problem to a system of 2-D problems by using a circulant matrix.展开更多
目的探讨CPBL(case and problem based learning)教学模式结合3D-Body解剖软件在骨科临床实习教学中的教学效果。方法选取2017年1—12月期间在蚌埠医学院第一附属医院骨科实习的五年制临床医学专业76名学生为研究对象,随机分为LBL(lectu...目的探讨CPBL(case and problem based learning)教学模式结合3D-Body解剖软件在骨科临床实习教学中的教学效果。方法选取2017年1—12月期间在蚌埠医学院第一附属医院骨科实习的五年制临床医学专业76名学生为研究对象,随机分为LBL(lecture based learning)教学模式组和CPBL教学模式组,每组38人,用两种教学模式分别实施骨科临床教学,实习结束后进行考核,通过比较学生基础知识、病例分析、病史采集、临床技能操作专业考核成绩评价教学方法,通过对激发学习兴趣、提高自学能力、提高临床思维能力、提高临床操作能力4个方面的问卷调查评价教学效果,并通过对教学模式、教学效果满意度测评评价教学满意度。结果CPBL教学组学生的基础知识、病例分析、病史采集、临床技能操作4项专业考试成绩均高于LBL教学组(P<0.05);CPBL教学组学生在学习兴趣、自学能力、临床思维能力、临床操作能力方面的提高均明显优于LBL教学组(P<0.05)。CPBL教学模式组较LBL教学模式组教学效果满意度更高(P<0.05)。结论CPBL教学模式结合3D-Body解剖软件在骨科临床实习教学中的应用能有效激发学生学习兴趣,调动学生学习的主观能动性,提高学生的自学能力和独立分析解决问题的能力,教学效果良好,是骨科临床教学中优秀的教学方法之一。展开更多
文摘In this paper we consider averaging and finite difference methods for solving the 3-D boundary-value problem in a multilayered domain. We consider the metal concentration in the 3 layered peat blocks. Using experimental data the mathematical model for calculating the concentration of metal at different points in peat layers is developed. A specific feature of these problems is that it is necessary to solve the 3-D boundary-value problems for the partial differential equations （PDEs） of the elliptic type of second order with piece-wise diffusion coefficients in the three layer domain. We develop here a finite-difference method for solving a problem of the above type with the periodical boundary condition in x direction. This procedure allows reducing the 3-D problem to a system of 2-D problems by using a circulant matrix.
文摘目的探讨CPBL(case and problem based learning)教学模式结合3D-Body解剖软件在骨科临床实习教学中的教学效果。方法选取2017年1—12月期间在蚌埠医学院第一附属医院骨科实习的五年制临床医学专业76名学生为研究对象,随机分为LBL(lecture based learning)教学模式组和CPBL教学模式组,每组38人,用两种教学模式分别实施骨科临床教学,实习结束后进行考核,通过比较学生基础知识、病例分析、病史采集、临床技能操作专业考核成绩评价教学方法,通过对激发学习兴趣、提高自学能力、提高临床思维能力、提高临床操作能力4个方面的问卷调查评价教学效果,并通过对教学模式、教学效果满意度测评评价教学满意度。结果CPBL教学组学生的基础知识、病例分析、病史采集、临床技能操作4项专业考试成绩均高于LBL教学组(P<0.05);CPBL教学组学生在学习兴趣、自学能力、临床思维能力、临床操作能力方面的提高均明显优于LBL教学组(P<0.05)。CPBL教学模式组较LBL教学模式组教学效果满意度更高(P<0.05)。结论CPBL教学模式结合3D-Body解剖软件在骨科临床实习教学中的应用能有效激发学生学习兴趣,调动学生学习的主观能动性,提高学生的自学能力和独立分析解决问题的能力,教学效果良好,是骨科临床教学中优秀的教学方法之一。
