推拿教学课堂导入方式的探讨

推拿学是中医极具特色的临床学科,教学有其特点与规律.通过总结推拿教学中常用的6种形式即课程导入、案例导入、问题导入、媒体导入、预习导入、随时导入的方式并对推拿课堂的导入进行了相应的要求,如导入需要设计、相互关联、贯穿等,对推拿教学的课堂导入的地位、作用、目的等进行了探讨,为推拿教学提供参考.     

翻转课堂教学法在天然药物化学实验中的应用

目的利用翻转课堂教学法改进传统的天然药物化学实验课教学模式,提高该课程的教学效果。方法从实验教学的课程设计与开发,课前自主学习、课中内化及课后评估和讨论等环节进行了一系列的探讨与改革。结果翻转课堂教学模式为解决学生长期以来在天然药物化学实验课中缺乏主动参与性、探索性等问题提供一剂良方。结论在天然药物化学实验课教学中引入翻转课堂教学模式的初步探索为天然药物化学实验课的改革提供了依据和思路。     

大数据背景下医学生数据素养培养研究

介绍数据素养概念,从教学目标、方法、过程几方面探讨大数据背景下医学生数据素养培养模式,指出该模式有助于提高医学生数据分析与挖掘能力,树立数据意识和数据伦理,提升数据素养。     

基于翻转课堂的进修医师强脉冲光临床应用教学初探

目的：探讨翻转课堂教学法对进修医师进行强脉冲光临床应用教学的作用,以提高强脉冲光临床应用教学的质量。方法在对进修医师进行强脉冲光临床应用教学中,30位进修医师随机分为观察组及对照组,观察组采用翻转课堂教学方法授课,对照组采用传统教学方法授课,授课后通过考核,分析两组学习成绩的差异,通过问卷调查反馈翻转课堂教学的效果。结果与传统教学法相比,翻转课堂教学更受进修医师的欢迎,观察组平均成绩（86．3±3．1）分,对照组平均成绩（82．3±5．1）分,差异有统计学意义（P≤0．05）;进修生对翻转课堂教学满意率在90％以上。结论翻转课堂教学法更适合对进修医师进行强脉冲光临床应用教学,可以提高教学质量。     

翻转课堂在骨科教学中的可行性及必要性分析

翻转课堂目前已逐渐成为教育领域的关注焦点,但在医学教育领域内,目前该技术应用不多。该文介绍了翻转课堂的由来、特点,重点讨论了在骨科教学中应用的可行性、必要性,并分析了目前推广应用该技术的难点和障碍所在,旨在推动医学教育的不断发展。     

基于学生互评的翻转课堂构建——以南通大学文献检索课为例

翻转课堂掀起了国内外教育改革的新浪潮,为高校信息素养教育教学提供了崭新的发展思路。文章从翻转课堂理念的可行性与突破性着手,将翻转课堂教学模式与包括学生互评在内的多元评价理论进行深度融合,构建出一个适用于信息素养教学的翻转课堂结构模型,并以具体案例详细解析了该模型的组成、流程和实施要点。     

The Blackboard or Virtual Reality

Abstract

Instructional technology used effectively can enhance significantly what we do in the classroom. Used thoughtlessly, it can confuse and annoy the student. This article presents a series of specific examples and caveats while exploring the creation and use of electronic resources in a variety of classes. The electronic resources covered in this article include Web pages, virtual reality (specifically, a MOO), and interactive exercises. While examples are drawn primarily from the author's experience teaching Classics, the lessons learned apply to all fields. The article concludes with a case study of how to develop materials for a class on the story of Baucis and Philemon from Ovid's Metamorphoses.     

翻转课堂教学模式在护理综合技能训练中的应用

目的：探讨翻转课堂教学模式在护理综合技能训练中的应用与效果。方法选取2012级大学二年级高职护理专业护生109人为研究对象，随机分为两组，实验组55人采用翻转课堂模式进行教学，对照组54人运用传统教学方法。《护理综合技能训练》课程结束后，比较两组护生的护理综合技能成绩，发放问卷，调查护生对护理综合技能教学方法的评价；实习1个月后，调查临床带教老师对护生临床综合能力的评价。结果实验组护理综合技能成绩优于对照组（P＜0．01）；实验组护生对教学方法的满意程度高于对照组（P＜0．01）；实验组护生技能操作熟练程度、沟通交流能力等临床综合能力优于对照组（P＜0．01）。结论护理综合技能实训采取翻转课堂教学模式，提高了护生学习成效并增强了临床综合能力，很大程度上提高了实习质量。     

Education in the app store: using a mobile game to support U.S. preschoolers’ vocabulary learning

ABSTRACT

Despite the prevalence of educational apps for children, there is little evidence of their effectiveness for learning. Here, children were asked to learn ten new words in a narrative mobile game that requires children use knowledge of word meanings to advance the game. Study 1 used a lab-based between-subjects design with middle-SES 4-year-olds and used a receptive vocabulary test to examine whether children learned the game’s words. Children who played the game answered more questions correctly than children who did not play the game. Study 2 used a within-subjects design with low-SES preschoolers who played the game four times as part of a larger classroom intervention. Children showed evidence of learning on both a receptive and an expressive vocabulary measure. The difference between pre- and post-test scores was significantly larger for target words than for five non-exposure control words. Results show that both middle-SES children in the lab and low-SES children in the classroom learned new vocabulary from an interactive mobile game, suggesting that developmentally-appropriate mobile games show promise for vocabulary learning.     

Creating and Assessing Student Perception of an Examination Mastery Score Report for a Pharmacotherapy Course

Objective. To compare student-perceived utility of two types of score reports.Methods. Assessment standards were followed to create a new examination score report for pharmacotherapy coursework. Student examination scores were returned using the traditional score report, the utility of which students rated along 9 dimensions. A mastery score report was also distributed, and students rated it on the same 9 dimensions. The ratings were compared to determine which the students perceived as more useful.Results. The students rated the mastery score report significantly better on each of the 9 dimensions and in aggregate.Conclusion. Pharmacy students perceived the mastery score report as more useful in helping them improve their achievement of educational outcomes.