Objective: The “six-step teaching method” is a teaching method, which is summarized based on practical experience. This study aimed to explore the effect of “six-step teaching method” in clinical teaching of ...Objective: The “six-step teaching method” is a teaching method, which is summarized based on practical experience. This study aimed to explore the effect of “six-step teaching method” in clinical teaching of obstetrics. Methods: A quasi-experimental study design was used, 30 nursing students who entered obstetrics practice from March 2022 to July 2022 were selected as the control group according to the order of time, and traditional teaching methods were adopted. From August to December 2022, 30 interns were selected as the experimental group, and the “six-step teaching method” was adopted. After 8 weeks of clinical practice, the assessment results and teaching effect satisfaction of the two groups were compared. Results: The scores of obstetrical specialty in the experimental group were higher than those in the control group, and the difference was statistically significant (P < 0.05);The evaluation of teaching methods, teaching quality, classroom atmosphere and individual observation ability, clinical thinking ability and nurse-patient communication ability of the experimental group were higher than those of the control group, and the differences were statistically significant (P Conclusion: “six-step teaching method” can effectively master the professional knowledge of obstetrics, stimulate the clinical thinking ability of interns, and improve the teaching effect and satisfaction. .展开更多
This paper introduces the experience and practice in constructing the practical teaching system for the course“Electric Machine and Drive.”In response to the current status of cultivating innovative practical abilit...This paper introduces the experience and practice in constructing the practical teaching system for the course“Electric Machine and Drive.”In response to the current status of cultivating innovative practical abilities among electrical engineering majors,based on the independently developed virtual simulation experimental teaching platform for Electric Machine and Drive,a stepped practical teaching process consisting of“classroom teaching-experimental teaching-comprehensive training-scientific inquiry”has been elaborately designed.A hierarchical practical teaching model for the second classroom has also been established.With teaching objectives as the optimization index,the teaching content,methods and means have been optimized;the teaching process has been organized and implemented in the form of team collaboration,thus constructing a comprehensive,stepped,hierarchical,and closed-loop innovative practical teaching system.This achievement provides references and assistance for the practical teaching of the same or similar majors in other colleges and universities.展开更多
As more and more Chinese students are trying to study abroad, IELTS becomes one of the most important tests all around China. After years’development, IELTS speaking teaching still meets certain difficulties. This pa...As more and more Chinese students are trying to study abroad, IELTS becomes one of the most important tests all around China. After years’development, IELTS speaking teaching still meets certain difficulties. This paper gives specific advice based on certain applied linguistics theory, i. e. Grammar-translation Method, Audiolingualism, and Natural Order Hypothesis, trying to provide enlightenment for future IELTS speaking teaching.展开更多
目的探讨“三步教学法”联合以案例为基础的教学模式(case-based learning,CBL)在研究生介入专业选修课教学实践中的应用效果。方法选取2019年1月至2022年12月于首都医科大学附属北京佑安医院选修肿瘤微创介入治疗基础与进展课程的52名...目的探讨“三步教学法”联合以案例为基础的教学模式(case-based learning,CBL)在研究生介入专业选修课教学实践中的应用效果。方法选取2019年1月至2022年12月于首都医科大学附属北京佑安医院选修肿瘤微创介入治疗基础与进展课程的52名研究生作为研究对象,采用随机数字表法分为研究组与对照组,每组26名。研究组接受“三步教学法”联合CBL教学模式,对照组接受传统讲授式教学方法(lecture based learning,LBL)。比较两组培训前后考试成绩及学员对教学模式的满意度。结果培训前,两组考试成绩比较差异无统计学意义;培训后,两组考试成绩均高于培训前,且研究组高于对照组,差异有统计学意义(P<0.05)。研究组在影像学检查综合分析能力、临床思维能力、文献阅读水平、团队合作能力、学习兴趣、教学方法方面的满意度均高于对照组,差异有统计学意义(P<0.05)。结论“三步教学法”联合CBL在研究生介入专业选修课教学培训中成效显著,且学员满意度较高。展开更多
目的分析微格教学“四步法”在住院医师规范化培训(住培)心肺复苏培训教学中应用的效果。方法选取2023年1月—2024年5月亳州市人民医院进行基础生命支持(basic life support,BLS)培训的120名住培生作为研究对象,用随机数字表法将其分为...目的分析微格教学“四步法”在住院医师规范化培训(住培)心肺复苏培训教学中应用的效果。方法选取2023年1月—2024年5月亳州市人民医院进行基础生命支持(basic life support,BLS)培训的120名住培生作为研究对象,用随机数字表法将其分为两组,各60名,对照组实施美国心脏协会(American Heart Association,AHA)2020版成人BLS课程教学,观察组实施微格教学“四步法”进行BLS教学,比较两组教学前后对心肺复苏相关知识和技能的掌握情况、心肺复苏临床学习能力及对带教模式的满意度。结果观察组教学结束时、结束后1个月、结束后3个月对心肺复苏相关知识和技能掌握评分均高于对照组,差异均有统计学意义(P均<0.05)。观察组心肺复苏临床学习能力各维度评分均高于对照组,差异均有统计学意义(P均<0.05)。观察组对教学模式满意度总分为(93.34±1.46)分,高于对照组的(90.63±2.52)分,差异有统计学意义(t=7.208,P<0.001)。结论在心肺复苏临床带教中,微格教学“四步法”应用能有效提升住培生对心肺复苏相关知识和技能掌握度,增强住培生CPR临床学习能力,提高其对教学的满意度,具有较高的教学借鉴价值。展开更多
文摘Objective: The “six-step teaching method” is a teaching method, which is summarized based on practical experience. This study aimed to explore the effect of “six-step teaching method” in clinical teaching of obstetrics. Methods: A quasi-experimental study design was used, 30 nursing students who entered obstetrics practice from March 2022 to July 2022 were selected as the control group according to the order of time, and traditional teaching methods were adopted. From August to December 2022, 30 interns were selected as the experimental group, and the “six-step teaching method” was adopted. After 8 weeks of clinical practice, the assessment results and teaching effect satisfaction of the two groups were compared. Results: The scores of obstetrical specialty in the experimental group were higher than those in the control group, and the difference was statistically significant (P < 0.05);The evaluation of teaching methods, teaching quality, classroom atmosphere and individual observation ability, clinical thinking ability and nurse-patient communication ability of the experimental group were higher than those of the control group, and the differences were statistically significant (P Conclusion: “six-step teaching method” can effectively master the professional knowledge of obstetrics, stimulate the clinical thinking ability of interns, and improve the teaching effect and satisfaction. .
基金Project of the 14th Five-Year Plan for Educational Science in Liaoning Province(JG24DB234)Project of Graduate Education and Teaching Reform Research in Liaoning Province(LNYJG2023115)。
文摘This paper introduces the experience and practice in constructing the practical teaching system for the course“Electric Machine and Drive.”In response to the current status of cultivating innovative practical abilities among electrical engineering majors,based on the independently developed virtual simulation experimental teaching platform for Electric Machine and Drive,a stepped practical teaching process consisting of“classroom teaching-experimental teaching-comprehensive training-scientific inquiry”has been elaborately designed.A hierarchical practical teaching model for the second classroom has also been established.With teaching objectives as the optimization index,the teaching content,methods and means have been optimized;the teaching process has been organized and implemented in the form of team collaboration,thus constructing a comprehensive,stepped,hierarchical,and closed-loop innovative practical teaching system.This achievement provides references and assistance for the practical teaching of the same or similar majors in other colleges and universities.
文摘As more and more Chinese students are trying to study abroad, IELTS becomes one of the most important tests all around China. After years’development, IELTS speaking teaching still meets certain difficulties. This paper gives specific advice based on certain applied linguistics theory, i. e. Grammar-translation Method, Audiolingualism, and Natural Order Hypothesis, trying to provide enlightenment for future IELTS speaking teaching.
文摘目的探讨“三步教学法”联合以案例为基础的教学模式(case-based learning,CBL)在研究生介入专业选修课教学实践中的应用效果。方法选取2019年1月至2022年12月于首都医科大学附属北京佑安医院选修肿瘤微创介入治疗基础与进展课程的52名研究生作为研究对象,采用随机数字表法分为研究组与对照组,每组26名。研究组接受“三步教学法”联合CBL教学模式,对照组接受传统讲授式教学方法(lecture based learning,LBL)。比较两组培训前后考试成绩及学员对教学模式的满意度。结果培训前,两组考试成绩比较差异无统计学意义;培训后,两组考试成绩均高于培训前,且研究组高于对照组,差异有统计学意义(P<0.05)。研究组在影像学检查综合分析能力、临床思维能力、文献阅读水平、团队合作能力、学习兴趣、教学方法方面的满意度均高于对照组,差异有统计学意义(P<0.05)。结论“三步教学法”联合CBL在研究生介入专业选修课教学培训中成效显著,且学员满意度较高。
文摘目的分析微格教学“四步法”在住院医师规范化培训(住培)心肺复苏培训教学中应用的效果。方法选取2023年1月—2024年5月亳州市人民医院进行基础生命支持(basic life support,BLS)培训的120名住培生作为研究对象,用随机数字表法将其分为两组,各60名,对照组实施美国心脏协会(American Heart Association,AHA)2020版成人BLS课程教学,观察组实施微格教学“四步法”进行BLS教学,比较两组教学前后对心肺复苏相关知识和技能的掌握情况、心肺复苏临床学习能力及对带教模式的满意度。结果观察组教学结束时、结束后1个月、结束后3个月对心肺复苏相关知识和技能掌握评分均高于对照组,差异均有统计学意义(P均<0.05)。观察组心肺复苏临床学习能力各维度评分均高于对照组,差异均有统计学意义(P均<0.05)。观察组对教学模式满意度总分为(93.34±1.46)分,高于对照组的(90.63±2.52)分,差异有统计学意义(t=7.208,P<0.001)。结论在心肺复苏临床带教中,微格教学“四步法”应用能有效提升住培生对心肺复苏相关知识和技能掌握度,增强住培生CPR临床学习能力,提高其对教学的满意度,具有较高的教学借鉴价值。
