当今课程改革成为高等教育的热点话题,其中大学的课堂沉默现象引起广泛讨论和关注。从知识变革的视角,梳理大学生智能时代下的学习需求,包括客观性知识积累、复合性知识创新和多元性知识选择。课堂沉默根据其发生的自主性可以区分为“...当今课程改革成为高等教育的热点话题,其中大学的课堂沉默现象引起广泛讨论和关注。从知识变革的视角,梳理大学生智能时代下的学习需求,包括客观性知识积累、复合性知识创新和多元性知识选择。课堂沉默根据其发生的自主性可以区分为“主动沉默”和“被动沉默”,除了教学方式和文化特征的必然性影响因素外,课堂沉默现象更与大学生的认知心理有关,主要表现为低互动欲望背后的信息获取焦虑、高强度知识接纳的信息加工负荷和知识结构重组中的思维风格差异。要改变课堂沉默现象需要从多方面着力,包括关注学生需求,遵循认知规律;顺应时代需求,深化知识变革;激发教学活力,实现沉默化“金”。Curriculum reform has become a hot topic in higher education today, and the phenomenon of classroom silence in universities has attracted widespread discussion and attention. From the perspective of knowledge transformation, this article outlines the learning needs of college students in the era of intelligence, including objective knowledge accumulation, composite knowledge innovation, and diverse knowledge selection. Classroom silence can be divided into “active silence” and “passive silence” based on its autonomy. In addition to the inevitable influencing factors of teaching methods and cultural atmosphere, the phenomenon of classroom silence is more related to the cognitive psychology of college students, mainly manifested as information acquisition anxiety behind low interaction desire, information processing load of high-intensity knowledge acceptance, and differences in thinking styles in knowledge structure reorganization. To change the phenomenon of classroom silence, efforts need to be made from multiple aspects, including paying attention to students’ needs and following cognitive laws;adapting to the needs of the times and deepening knowledge transformation;and inspiring teaching vitality to turn silence into “gold”.展开更多
目的分析时效性激励干预联合认知心理指导对老年急性脑梗死患者情绪状态、应对方式的影响。方法选取抚州市东乡区人民医院2020年10月—2023年10月收治的80例老年急性脑梗死患者,按照随机数字表法分为2组,各40例。对照组给予常规护理与...目的分析时效性激励干预联合认知心理指导对老年急性脑梗死患者情绪状态、应对方式的影响。方法选取抚州市东乡区人民医院2020年10月—2023年10月收治的80例老年急性脑梗死患者,按照随机数字表法分为2组,各40例。对照组给予常规护理与认知心理干预,观察组在对照组的基础上联合时效性激励模式干预,比较2组患者的情绪状态[汉密尔顿抑郁量表(Hamilton depression scale,HAMD)、汉密尔顿焦虑量表(Hamilton anxiety scale,HAMA)]评分、医学应对问卷(medical copingmodes questionnaire,MCMQ)评分、癌症自我管理效能感量表(srategies used by people to promote health,SUPPH)评分。结果护理后,2组患者的情绪状态对比,观察组HAMA评分、HAMD评分低于对照组(P<0.05);2组患者的MCMQ评分对比,观察组面对评分高于对照组,屈服评分、回避评分低于对照组(P<0.05);2组患者的SUPPH评分对比,观察组正性态度、自我减压、自我决策评分高于对照组(P<0.05)。结论时效性激励干预联合认知心理指导可以改善老年急性脑梗死患者的不良情绪,使患者以积极的心态面对疾病与治疗,从而提高患者的自我管理效能感。展开更多
文摘当今课程改革成为高等教育的热点话题,其中大学的课堂沉默现象引起广泛讨论和关注。从知识变革的视角,梳理大学生智能时代下的学习需求,包括客观性知识积累、复合性知识创新和多元性知识选择。课堂沉默根据其发生的自主性可以区分为“主动沉默”和“被动沉默”,除了教学方式和文化特征的必然性影响因素外,课堂沉默现象更与大学生的认知心理有关,主要表现为低互动欲望背后的信息获取焦虑、高强度知识接纳的信息加工负荷和知识结构重组中的思维风格差异。要改变课堂沉默现象需要从多方面着力,包括关注学生需求,遵循认知规律;顺应时代需求,深化知识变革;激发教学活力,实现沉默化“金”。Curriculum reform has become a hot topic in higher education today, and the phenomenon of classroom silence in universities has attracted widespread discussion and attention. From the perspective of knowledge transformation, this article outlines the learning needs of college students in the era of intelligence, including objective knowledge accumulation, composite knowledge innovation, and diverse knowledge selection. Classroom silence can be divided into “active silence” and “passive silence” based on its autonomy. In addition to the inevitable influencing factors of teaching methods and cultural atmosphere, the phenomenon of classroom silence is more related to the cognitive psychology of college students, mainly manifested as information acquisition anxiety behind low interaction desire, information processing load of high-intensity knowledge acceptance, and differences in thinking styles in knowledge structure reorganization. To change the phenomenon of classroom silence, efforts need to be made from multiple aspects, including paying attention to students’ needs and following cognitive laws;adapting to the needs of the times and deepening knowledge transformation;and inspiring teaching vitality to turn silence into “gold”.
文摘目的分析时效性激励干预联合认知心理指导对老年急性脑梗死患者情绪状态、应对方式的影响。方法选取抚州市东乡区人民医院2020年10月—2023年10月收治的80例老年急性脑梗死患者,按照随机数字表法分为2组,各40例。对照组给予常规护理与认知心理干预,观察组在对照组的基础上联合时效性激励模式干预,比较2组患者的情绪状态[汉密尔顿抑郁量表(Hamilton depression scale,HAMD)、汉密尔顿焦虑量表(Hamilton anxiety scale,HAMA)]评分、医学应对问卷(medical copingmodes questionnaire,MCMQ)评分、癌症自我管理效能感量表(srategies used by people to promote health,SUPPH)评分。结果护理后,2组患者的情绪状态对比,观察组HAMA评分、HAMD评分低于对照组(P<0.05);2组患者的MCMQ评分对比,观察组面对评分高于对照组,屈服评分、回避评分低于对照组(P<0.05);2组患者的SUPPH评分对比,观察组正性态度、自我减压、自我决策评分高于对照组(P<0.05)。结论时效性激励干预联合认知心理指导可以改善老年急性脑梗死患者的不良情绪,使患者以积极的心态面对疾病与治疗,从而提高患者的自我管理效能感。