Against the dual backdrop of the"Double Reduction"policy and the reform of basic education oriented toward core competencies,biology competitions have,by virtue of their depth of knowledge,inquirybased natur...Against the dual backdrop of the"Double Reduction"policy and the reform of basic education oriented toward core competencies,biology competitions have,by virtue of their depth of knowledge,inquirybased nature,and practice-oriented advantages,become an important vehicle for compensating for the limitations of conventional classroom teaching and promoting students'comprehensive development.Based on the author's years of experience in systematic training for biology competitions and conventional classroom teaching,and drawing on constructivist learning theory,the STEAM education concept,the STS education ideas proposed by Jianjun Li and others,as well as the elite talent cultivation model constructed by Cai Chen,Nie et al.,this study systematically explores the integration mechanism of biology competition content with conventional classroom teaching from four dimensions:theoretical foundations,educational value,practical pathways,and case validation.The study proposes a four-in-one integration model of"content reconstruction—method innovation—evaluation optimization—resource integration",which seeks to achieve complementary advantages between competition-based education and regular teaching by selecting competition-relevant content,innovating teaching methods,improving evaluation systems,and integrating high-quality resources.Practice shows that this integration model can effectively stimulate students'interest in biology,enhance scientific thinking and inquiry abilities,and simultaneously support the professional development of teachers and the improvement of the curriculum system,providing an actionable reference for the reform of science education in secondary schools.展开更多
Objective: to discuss the application of mobile learning mode based on Internet in scientific probation. Methods: a total of 50 patients with 5-year clinical medicine major who were enrolled in the department of Cardi...Objective: to discuss the application of mobile learning mode based on Internet in scientific probation. Methods: a total of 50 patients with 5-year clinical medicine major who were enrolled in the department of Cardiovascular Medicine of our hospital from June 2017 to June 2018 were selected as the subjects of this study and randomly divided into 2 groups, namely the routine group and the study group, with 25 cases in each group. The normal group used the normal learning mode, while the study group used the mobile learning mode of the Internet. The two groups of students were observed and compared in terms of learning efficiency, academic performance and satisfaction rate of the two learning modes. Results: the scores of theoretical knowledge and practical skills in the study group were higher than those in the conventional group, and the differences were statistically significant (P < 0.05). The students in the study group are more satisfied with the mobile learning mode of Internet. According to various surveys, it can improve their learning efficiency, increase their independent ability of self-learning, meet their self-learning needs, enhance their understanding of the theoretical knowledge of cardiovascular medicine, mobilize their learning enthusiasm and expand their knowledge. Conclusion: compared with the conventional learning mode, the mobile learning mode based on the Internet is more efficient and can arouse students' enthusiasm for learning and academic performance, suggesting further clinical promotion.展开更多
文摘Against the dual backdrop of the"Double Reduction"policy and the reform of basic education oriented toward core competencies,biology competitions have,by virtue of their depth of knowledge,inquirybased nature,and practice-oriented advantages,become an important vehicle for compensating for the limitations of conventional classroom teaching and promoting students'comprehensive development.Based on the author's years of experience in systematic training for biology competitions and conventional classroom teaching,and drawing on constructivist learning theory,the STEAM education concept,the STS education ideas proposed by Jianjun Li and others,as well as the elite talent cultivation model constructed by Cai Chen,Nie et al.,this study systematically explores the integration mechanism of biology competition content with conventional classroom teaching from four dimensions:theoretical foundations,educational value,practical pathways,and case validation.The study proposes a four-in-one integration model of"content reconstruction—method innovation—evaluation optimization—resource integration",which seeks to achieve complementary advantages between competition-based education and regular teaching by selecting competition-relevant content,innovating teaching methods,improving evaluation systems,and integrating high-quality resources.Practice shows that this integration model can effectively stimulate students'interest in biology,enhance scientific thinking and inquiry abilities,and simultaneously support the professional development of teachers and the improvement of the curriculum system,providing an actionable reference for the reform of science education in secondary schools.
文摘Objective: to discuss the application of mobile learning mode based on Internet in scientific probation. Methods: a total of 50 patients with 5-year clinical medicine major who were enrolled in the department of Cardiovascular Medicine of our hospital from June 2017 to June 2018 were selected as the subjects of this study and randomly divided into 2 groups, namely the routine group and the study group, with 25 cases in each group. The normal group used the normal learning mode, while the study group used the mobile learning mode of the Internet. The two groups of students were observed and compared in terms of learning efficiency, academic performance and satisfaction rate of the two learning modes. Results: the scores of theoretical knowledge and practical skills in the study group were higher than those in the conventional group, and the differences were statistically significant (P < 0.05). The students in the study group are more satisfied with the mobile learning mode of Internet. According to various surveys, it can improve their learning efficiency, increase their independent ability of self-learning, meet their self-learning needs, enhance their understanding of the theoretical knowledge of cardiovascular medicine, mobilize their learning enthusiasm and expand their knowledge. Conclusion: compared with the conventional learning mode, the mobile learning mode based on the Internet is more efficient and can arouse students' enthusiasm for learning and academic performance, suggesting further clinical promotion.
