This essay focused on comparing and contrasts audio lingual method and Task-based language teaching method,demonstrating the strengths and weaknesses of the two methods and discusses how they impact upon both the teac...This essay focused on comparing and contrasts audio lingual method and Task-based language teaching method,demonstrating the strengths and weaknesses of the two methods and discusses how they impact upon both the teachers and the learners.TBLT is the contemporary teaching method with a great number of strong points.It seems that if there is more relatively scientific and effective method,TBLT should give way to it.The ultimate goal is to advocate the comparatively successful teaching method in the field of foreign language education.展开更多
Objective To explore the application and the effect of the case based learning(CBL)method in clinical probation teaching of the integrated curriculum of hematology among eight-year-program medical students.Methods The...Objective To explore the application and the effect of the case based learning(CBL)method in clinical probation teaching of the integrated curriculum of hematology among eight-year-program medical students.Methods The CBL method was applied to the experimental group,and the traditional approach for the control group.After the lecture,a questionnaire survey was conducted to evaluate the teaching effect in the two groups.Results The CBL method efficiently increased the students’interest in learning and autonomous learning ability,enhanced their ability to solve clinical problems with basic theoretic knowledge and cultivated their clinical thinking ability.Conclusion The CBL method can improve the quality of clinical probation teaching of the integrated curriculum of hematology among eight-year-program medical students.展开更多
Objective: To explore the application effect of flipped classroom combined with problem-based learning teaching method in clinical skills teaching of standardized training for resident doctors of traditional Chinese M...Objective: To explore the application effect of flipped classroom combined with problem-based learning teaching method in clinical skills teaching of standardized training for resident doctors of traditional Chinese Medicine. Methods: The study used the experimental control method. The study lasted from September to November 2022. The subjects of this study were 49 students of standardized training for resident doctors of traditional Chinese Medicine from grades 2020, 2021 and 2022 of Dazhou integrated TCM & Western Medicine Hospital. They were randomly divided into experiment group (25) and control group (24). The experiment group adopted flipped classroom combined with problem-based learning teaching method, and the control group adopted traditional teaching method. The teaching content was 4 basic clinical skill projects, including four diagnoses of traditional Chinese Medicine, cardiopulmonary resuscitation, dressing change procedure, acupuncture and massage. The evaluation method was carried out by comparing the students’ performance and a self-designed questionnaire was used to investigate the students’ evaluation of the teaching method. Results: The test scores of total scores in the experimental group (90.12 ± 5.89) were all higher than those in the control group (81.47 ± 7.96) (t = 4.53, P P Conclusions: The teaching process of the flipped classroom combined with problem-based learning teaching method is conducive to improving the efficiency of classroom teaching, cultivating students’ self-learning ability, and enhancing students’ willingness to learn.展开更多
"Mechanical Drawing" has high requirements for students' spatial thinking ability. The purpose of setting up this course is to enable students to master the methods of reading and drawing. However, due t..."Mechanical Drawing" has high requirements for students' spatial thinking ability. The purpose of setting up this course is to enable students to master the methods of reading and drawing. However, due to the lack of solid professional knowledge and poor spatial thinking ability of some students, these students feel that this course is very difficult to learn, and even have resistance to learning this course. As a result, the classroom teaching effect is relatively poor and the students' practical application ability has not been effectively improved. With the continuous optimization of social talent standard, the teaching of Mechanical Drawing urgently needs to be improved. Based on this, this paper studies the implementation of task-driven teaching method in the teaching of this course, hoping to provide help for relevant teachers.展开更多
There are several teaching approaches being used to instruct the reading and writing teaching, such as the product approach, the process approach and the genre approach. In a long period, the product approach and the ...There are several teaching approaches being used to instruct the reading and writing teaching, such as the product approach, the process approach and the genre approach. In a long period, the product approach and the process approach dominate the field of writing teaching. With the development of genre and genre-analysis theory, we begin to realize that genre-based approach is effective in improving students ’ reading comprehension and writing. Based on the analysis of the theory and on the present situations of college English teaching and personal teaching experience, the genre-based teaching approach is introduced to the writing and reading comprehension teaching.展开更多
In technical college English listening class,task-based teaching and learning method can not only create harmonious environment for students' learning,but also motivate students' enthusiasm in listening class,...In technical college English listening class,task-based teaching and learning method can not only create harmonious environment for students' learning,but also motivate students' enthusiasm in listening class,thus students can benefit a great deal in listening class and the listening can be carried out successfully.展开更多
Spoken language is such an important part in learning English that College English Curriculum Requirement considers promoting the students' spoken language as one of the most important goals in teaching English.Ho...Spoken language is such an important part in learning English that College English Curriculum Requirement considers promoting the students' spoken language as one of the most important goals in teaching English.However,at present,the students' oral expression competence is not so good in colleges.It is urgent to improve the quality of oral English classes and solve mute English of the students in colleges.Internet-based teaching is the new teaching mode adapting to the trend of the times.Internet provides excellent interactive methods for inquiry learning mode and provides the possibility for constructing an open learning environment.展开更多
This paper takes the learners who have a one-year experience of learning Chinese in Korean high schools as the investigated and studied sample,concludes the teaching methods of the first,second,third,and fourth Chines...This paper takes the learners who have a one-year experience of learning Chinese in Korean high schools as the investigated and studied sample,concludes the teaching methods of the first,second,third,and fourth Chinese tones,and focuses on the methods of tone teaching.展开更多
目的探讨学生主导的角色扮演联合以问题为基础的教学法(problem based learning,PBL)/案例教学法(case based learning,CBL)在儿科临床教学中的效果。方法选取2021年2—6月重庆医科大学儿科学院本科见习生中的105名学生作为研究对象,按...目的探讨学生主导的角色扮演联合以问题为基础的教学法(problem based learning,PBL)/案例教学法(case based learning,CBL)在儿科临床教学中的效果。方法选取2021年2—6月重庆医科大学儿科学院本科见习生中的105名学生作为研究对象,按照教学方法的不同将2021年2—3月的44名本科见习生设为非演员组,将2021年4—6月的61名本科见习生设为演员组。非演员组采用PBL联合CBL教学法,演员组在非演员组的基础上给予学生主导的角色扮演教学法。比较2组的准备指标、教学效果、教学满意度。结果演员组的表演前花费时间[(7.13±3.58)分]短于非演员组[(8.23±5.38)分]、文献阅读量[(2.66±2.54)分]少于非演员组[(4.05±4.79)分],差异有统计学意义(P<0.05)。演员组的提高临床思维能力[(2.36±0.23)分]、增强团队协作[(2.33±0.32)分]、提高组织能力[(2.35±0.24)分]、提高学生之间亲密度[(2.47±0.14)分]和提高与老师的亲密度[(2.33±0.26)分]得分均高于非演员组[(2.01±0.17)分、(2.01±0.11)分、(2.03±0.14)分、(2.04±0.09)分、(1.94±0.11)分],差异有统计学意义(P<0.05)。演员组的教学满意度评分为(75.0±15.0)分,高于非演员组的(61.0±14.0)分,差异有统计学意义(P<0.05)。结论学生主导的角色扮演教学法在儿科实践教学中的应用效果显著,能够缩短表演前花费时间,减少文献阅读量,提升教学效果,提高教学满意度。展开更多
目的探究联系-概念-实用练习-总结(connections-concepts-concrete practice-conclusions,4C)教学法联合案例教学法(case-based learning,CBL)在泌尿外科护理实习带教中的应用效果。方法回顾性选取2022年5月—2023年4月于郑州大学第一...目的探究联系-概念-实用练习-总结(connections-concepts-concrete practice-conclusions,4C)教学法联合案例教学法(case-based learning,CBL)在泌尿外科护理实习带教中的应用效果。方法回顾性选取2022年5月—2023年4月于郑州大学第一附属医院泌尿外科实习的118名护理实习生(简称护生)为研究对象,依据不同带教方式分为对照组(n=58)、观察组(n=60)。对照组接受常规带教实习,观察组在对照组的基础上接受4C教学法联合CBL教学法,实习6个月。对比2组出科成绩、中文版医患沟通技能评价量表(set the stage,elicit information,give information,understand the patient's perspective,end the encounter,SEGUE)、注册护士核心能力量表(competency inventory for registered nurses,CIRN)、自我导向学习量表(self-rating scale of self-directed learning,SRSSDL)评分及护生满意度。结果观察组理论知识、实操技能评分[(90.45±4.25)分、(91.57±3.77)分]均高于对照组[(83.67±6.91)分、(80.64±6.38)分],差异有统计学意义(P<0.001);观察组的SEGUE、CIRN、SRSSDL量表各项评分均高于对照组,差异有统计学意义(P<0.05);观察组护生满意度(96.67%)高于对照组(81.03%),差异有统计学意义(P<0.05)。结论4C教学法联合CBL教学法应用于泌尿外科护理实习带教中可提升护生核心能力及医患沟通能力,还能增强自我导向学习能力,提高出科成绩,增强满意度。展开更多
Background/Need for innovation: Undergraduate students in Otolaryngology are on the lookout for easy modes of learning which can help them understand concepts better as well as score more in examinations. A need was h...Background/Need for innovation: Undergraduate students in Otolaryngology are on the lookout for easy modes of learning which can help them understand concepts better as well as score more in examinations. A need was hence felt to introduce a new learning resource to supplement traditional teaching-learning methods. Methods: Digital, case based self–study modules were prepared using all open source technology and validated by experts in the specialty. The modules were uploaded on a website specifically created for the purpose. They were pilot tested on twenty consenting third year undergraduate (MBBS) students using a crossover design. Post test comprising of multiple choice questions was administered to the students after a period of two weeks. Feedback was obtained from faculty and students. Results: Test scores were found to be significantly higher amongst students who used the learning modules as a supplement to regular bedside teaching (p < 0.001;Wilcoxon signed rank test). Majority of students agreed that the modules helped them gain confidence during internal assessment examinations and would help revision. Conclusions: Online, case based, self-study modules helped students to perform better when used as a supplement to traditional teaching methods. Students agreed that it enabled easy understanding of subject and helped them gain confidence.展开更多
目的探讨基于SimMan 3G模拟人情景模拟教学在麻醉专业本科临床实习阶段入科教育的应用效果。方法选择2023年10月在广西医科大学第一附属医院麻醉手术中心实习的麻醉专业本科生22名。采用随机数字表法将学员分为案例教学组(n=11)和模拟...目的探讨基于SimMan 3G模拟人情景模拟教学在麻醉专业本科临床实习阶段入科教育的应用效果。方法选择2023年10月在广西医科大学第一附属医院麻醉手术中心实习的麻醉专业本科生22名。采用随机数字表法将学员分为案例教学组(n=11)和模拟教学组(n=11),案例教学组采用案例教学法培训,模拟教学组采用基于SimMan 3G模拟人情景模拟教学法培训,两组学员培训内容均为支气管痉挛和用药错误,培训后进行理论考核、技能考核和教学满意度评价。记录和比较两组学员的理论考核成绩、技能考核成绩及满意度。结果与案例教学组比较,模拟教学组学员技能考核成绩较高:临床思维(17.2±2.6 vs 14.0±2.0)分(P<0.05)、临床操作(17.7±2.6 vs 15.0±3.1)分(P<0.05)、团队合作(15.4±3.5 vs 12.2±2.6)分(P<0.05)、沟通能力(14.5±3.5 vs 11.3±2.3)分(P<0.05)、应变能力(12.7±2.6 vs 10.0±2.2)分(P<0.05)、总分(77.7±10.3 vs 62.7±9.0)分(P<0.05)。两组学员理论考核成绩和教学满意度比较,差异无统计学意义(P>0.05)。结论基于SimMan 3G模拟人实施的情景模拟教学能够更好地提升麻醉专业本科生处置麻醉危机事件的实际操作能力和综合临床能力。展开更多
文摘This essay focused on comparing and contrasts audio lingual method and Task-based language teaching method,demonstrating the strengths and weaknesses of the two methods and discusses how they impact upon both the teachers and the learners.TBLT is the contemporary teaching method with a great number of strong points.It seems that if there is more relatively scientific and effective method,TBLT should give way to it.The ultimate goal is to advocate the comparatively successful teaching method in the field of foreign language education.
文摘Objective To explore the application and the effect of the case based learning(CBL)method in clinical probation teaching of the integrated curriculum of hematology among eight-year-program medical students.Methods The CBL method was applied to the experimental group,and the traditional approach for the control group.After the lecture,a questionnaire survey was conducted to evaluate the teaching effect in the two groups.Results The CBL method efficiently increased the students’interest in learning and autonomous learning ability,enhanced their ability to solve clinical problems with basic theoretic knowledge and cultivated their clinical thinking ability.Conclusion The CBL method can improve the quality of clinical probation teaching of the integrated curriculum of hematology among eight-year-program medical students.
文摘Objective: To explore the application effect of flipped classroom combined with problem-based learning teaching method in clinical skills teaching of standardized training for resident doctors of traditional Chinese Medicine. Methods: The study used the experimental control method. The study lasted from September to November 2022. The subjects of this study were 49 students of standardized training for resident doctors of traditional Chinese Medicine from grades 2020, 2021 and 2022 of Dazhou integrated TCM & Western Medicine Hospital. They were randomly divided into experiment group (25) and control group (24). The experiment group adopted flipped classroom combined with problem-based learning teaching method, and the control group adopted traditional teaching method. The teaching content was 4 basic clinical skill projects, including four diagnoses of traditional Chinese Medicine, cardiopulmonary resuscitation, dressing change procedure, acupuncture and massage. The evaluation method was carried out by comparing the students’ performance and a self-designed questionnaire was used to investigate the students’ evaluation of the teaching method. Results: The test scores of total scores in the experimental group (90.12 ± 5.89) were all higher than those in the control group (81.47 ± 7.96) (t = 4.53, P P Conclusions: The teaching process of the flipped classroom combined with problem-based learning teaching method is conducive to improving the efficiency of classroom teaching, cultivating students’ self-learning ability, and enhancing students’ willingness to learn.
文摘"Mechanical Drawing" has high requirements for students' spatial thinking ability. The purpose of setting up this course is to enable students to master the methods of reading and drawing. However, due to the lack of solid professional knowledge and poor spatial thinking ability of some students, these students feel that this course is very difficult to learn, and even have resistance to learning this course. As a result, the classroom teaching effect is relatively poor and the students' practical application ability has not been effectively improved. With the continuous optimization of social talent standard, the teaching of Mechanical Drawing urgently needs to be improved. Based on this, this paper studies the implementation of task-driven teaching method in the teaching of this course, hoping to provide help for relevant teachers.
文摘There are several teaching approaches being used to instruct the reading and writing teaching, such as the product approach, the process approach and the genre approach. In a long period, the product approach and the process approach dominate the field of writing teaching. With the development of genre and genre-analysis theory, we begin to realize that genre-based approach is effective in improving students ’ reading comprehension and writing. Based on the analysis of the theory and on the present situations of college English teaching and personal teaching experience, the genre-based teaching approach is introduced to the writing and reading comprehension teaching.
文摘In technical college English listening class,task-based teaching and learning method can not only create harmonious environment for students' learning,but also motivate students' enthusiasm in listening class,thus students can benefit a great deal in listening class and the listening can be carried out successfully.
文摘Spoken language is such an important part in learning English that College English Curriculum Requirement considers promoting the students' spoken language as one of the most important goals in teaching English.However,at present,the students' oral expression competence is not so good in colleges.It is urgent to improve the quality of oral English classes and solve mute English of the students in colleges.Internet-based teaching is the new teaching mode adapting to the trend of the times.Internet provides excellent interactive methods for inquiry learning mode and provides the possibility for constructing an open learning environment.
文摘This paper takes the learners who have a one-year experience of learning Chinese in Korean high schools as the investigated and studied sample,concludes the teaching methods of the first,second,third,and fourth Chinese tones,and focuses on the methods of tone teaching.
文摘目的探讨学生主导的角色扮演联合以问题为基础的教学法(problem based learning,PBL)/案例教学法(case based learning,CBL)在儿科临床教学中的效果。方法选取2021年2—6月重庆医科大学儿科学院本科见习生中的105名学生作为研究对象,按照教学方法的不同将2021年2—3月的44名本科见习生设为非演员组,将2021年4—6月的61名本科见习生设为演员组。非演员组采用PBL联合CBL教学法,演员组在非演员组的基础上给予学生主导的角色扮演教学法。比较2组的准备指标、教学效果、教学满意度。结果演员组的表演前花费时间[(7.13±3.58)分]短于非演员组[(8.23±5.38)分]、文献阅读量[(2.66±2.54)分]少于非演员组[(4.05±4.79)分],差异有统计学意义(P<0.05)。演员组的提高临床思维能力[(2.36±0.23)分]、增强团队协作[(2.33±0.32)分]、提高组织能力[(2.35±0.24)分]、提高学生之间亲密度[(2.47±0.14)分]和提高与老师的亲密度[(2.33±0.26)分]得分均高于非演员组[(2.01±0.17)分、(2.01±0.11)分、(2.03±0.14)分、(2.04±0.09)分、(1.94±0.11)分],差异有统计学意义(P<0.05)。演员组的教学满意度评分为(75.0±15.0)分,高于非演员组的(61.0±14.0)分,差异有统计学意义(P<0.05)。结论学生主导的角色扮演教学法在儿科实践教学中的应用效果显著,能够缩短表演前花费时间,减少文献阅读量,提升教学效果,提高教学满意度。
文摘目的探究联系-概念-实用练习-总结(connections-concepts-concrete practice-conclusions,4C)教学法联合案例教学法(case-based learning,CBL)在泌尿外科护理实习带教中的应用效果。方法回顾性选取2022年5月—2023年4月于郑州大学第一附属医院泌尿外科实习的118名护理实习生(简称护生)为研究对象,依据不同带教方式分为对照组(n=58)、观察组(n=60)。对照组接受常规带教实习,观察组在对照组的基础上接受4C教学法联合CBL教学法,实习6个月。对比2组出科成绩、中文版医患沟通技能评价量表(set the stage,elicit information,give information,understand the patient's perspective,end the encounter,SEGUE)、注册护士核心能力量表(competency inventory for registered nurses,CIRN)、自我导向学习量表(self-rating scale of self-directed learning,SRSSDL)评分及护生满意度。结果观察组理论知识、实操技能评分[(90.45±4.25)分、(91.57±3.77)分]均高于对照组[(83.67±6.91)分、(80.64±6.38)分],差异有统计学意义(P<0.001);观察组的SEGUE、CIRN、SRSSDL量表各项评分均高于对照组,差异有统计学意义(P<0.05);观察组护生满意度(96.67%)高于对照组(81.03%),差异有统计学意义(P<0.05)。结论4C教学法联合CBL教学法应用于泌尿外科护理实习带教中可提升护生核心能力及医患沟通能力,还能增强自我导向学习能力,提高出科成绩,增强满意度。
文摘Background/Need for innovation: Undergraduate students in Otolaryngology are on the lookout for easy modes of learning which can help them understand concepts better as well as score more in examinations. A need was hence felt to introduce a new learning resource to supplement traditional teaching-learning methods. Methods: Digital, case based self–study modules were prepared using all open source technology and validated by experts in the specialty. The modules were uploaded on a website specifically created for the purpose. They were pilot tested on twenty consenting third year undergraduate (MBBS) students using a crossover design. Post test comprising of multiple choice questions was administered to the students after a period of two weeks. Feedback was obtained from faculty and students. Results: Test scores were found to be significantly higher amongst students who used the learning modules as a supplement to regular bedside teaching (p < 0.001;Wilcoxon signed rank test). Majority of students agreed that the modules helped them gain confidence during internal assessment examinations and would help revision. Conclusions: Online, case based, self-study modules helped students to perform better when used as a supplement to traditional teaching methods. Students agreed that it enabled easy understanding of subject and helped them gain confidence.
文摘目的探讨基于SimMan 3G模拟人情景模拟教学在麻醉专业本科临床实习阶段入科教育的应用效果。方法选择2023年10月在广西医科大学第一附属医院麻醉手术中心实习的麻醉专业本科生22名。采用随机数字表法将学员分为案例教学组(n=11)和模拟教学组(n=11),案例教学组采用案例教学法培训,模拟教学组采用基于SimMan 3G模拟人情景模拟教学法培训,两组学员培训内容均为支气管痉挛和用药错误,培训后进行理论考核、技能考核和教学满意度评价。记录和比较两组学员的理论考核成绩、技能考核成绩及满意度。结果与案例教学组比较,模拟教学组学员技能考核成绩较高:临床思维(17.2±2.6 vs 14.0±2.0)分(P<0.05)、临床操作(17.7±2.6 vs 15.0±3.1)分(P<0.05)、团队合作(15.4±3.5 vs 12.2±2.6)分(P<0.05)、沟通能力(14.5±3.5 vs 11.3±2.3)分(P<0.05)、应变能力(12.7±2.6 vs 10.0±2.2)分(P<0.05)、总分(77.7±10.3 vs 62.7±9.0)分(P<0.05)。两组学员理论考核成绩和教学满意度比较,差异无统计学意义(P>0.05)。结论基于SimMan 3G模拟人实施的情景模拟教学能够更好地提升麻醉专业本科生处置麻醉危机事件的实际操作能力和综合临床能力。
