An Empirical Study of the Socratic Method in Nongraded English Teaching in Senior High School Under the Background of the New National College Entrance Examination

With the reform of the New National College Entrance Examination(Gaokao),the nongraded education will become an inevitable trend.In senior high school,the traditional test-oriented education is popular.The knowledge is mainly taught by the teachers,and the students passively absorb it.This study examines a problem-oriented Socratic experiment in nongraded English teaching in senior high school.The teachers seek output from students,who respond by interpreting questions,fostering critical thinking,and enhancing problem-solving skills.This teaching experiment indicates that the Socratic method has a significant positive effect on cultivating nongraded senior high English students’critical thinking under the New National College Entrance Examination.

Application of Seminar Teaching Method Combined with Case-Based Learning and Problem-Based Learning Teaching Models in Oral Clinical Nursing Teaching

Purpose:To analyze the role of the seminar teaching method+case-based learning(CBL)teaching method+problem-based learning(PBL)teaching method in oral clinical nursing teaching.Methods:13 undergraduate nursing students who entered the department from September 2020 to September 2021 were selected as the control group,adopting conventional nursing teaching methods;13 undergraduate nursing students who entered the department from September 2021 to August 2022 were selected as the observation group,adopting the seminar+CBL+PBL teaching method.The teaching effects were compared between the two groups.Results:All assessment scores of the observation group were higher than those of the control group;all teaching satisfaction levels were higher than those of the control group(P<0.05).Conclusion:Adopting the seminar+CBL+PBL teaching method during oral clinical nursing teaching can improve nursing students’assessment scores,strengthen their core competencies,and enhance teaching satisfaction.

Analysis of the Effect of The Error Method Demonstration in The Teaching of Basic Nursing Laboratory Operation

Objective: This paper is mainly to deeply study and systematically explore the practical application of the error- demonstrating method in the teaching of basic nursing laboratory operation and the impact and effect it produces. Methods: 80 cases of nursing interns in our school were randomly selected for analysis and research from January 2023 to December 2023, 40 cases of traditional teaching methods were named as the reference group, and 40 cases of demonstration and error methods were named as the seminar group and in-depth analysis and evaluation of the teaching effect of the two groups after the implementation of different teaching modes were carried out. Results: The seminar group achieved remarkable results in terms of teaching effect, and the performance of the interns in this group was significantly better than that of the reference group in terms of medical key skills such as aseptic operation technique, intravenous infusion operation, intramuscular injection operation, and catheterization operation, P < 0.05, which is of research value. Conclusion: After the nursing interns received the teaching intervention of the demonstration of the error method, their experimental operation performance and hands-on ability were significantly improved, and at the same time effectively stimulated their interest in learning, which is worth using.

Exploration of Practical English Teaching Strategies and Methods

With the accelerated development of globalization,the importance of English as an international language is self-evident.However,traditional English teaching often focuses on grammar and vocabulary,while neglecting practical applications.In order to cultivate students who can use English fluently and confidently,we need to conduct in-depth discussions on English teaching strategies and methods.In terms of speaking,teachers can arrange classroom discussions,role-playing,and other activities to encourage students to speak English boldly.Through continuous practice,students can gradually overcome shyness and nervousness,improve their fluency and confidence in oral expression.This teaching method can not only help students better understand the English language,but also broaden their horizons and improve their cross-cultural communication skills.This article will illustrate the necessity of practical English teaching through examples and case studies,and explore effective teaching strategies and methods.

Research and Practice of the Blended Teaching Model of BOPPPS Teaching Method Under the Background of Digital Education: Taking Operations Research Course as an Example

The rapid development of digital education provides new opportunities and challenges for teaching model innovation.This study aims to explore the application of the BOPPPS(Bridge-in,Objective,Pre-assessment,Participatory learning,Post-assessment,Summary)teaching method in the development of a blended teaching model for the Operations Research course under the background of digital education.In response to the characteristics of the course and the needs of the student group,the teaching design is reconstructed with a student-centered approach,increasing practical teaching links,improving the assessment and evaluation system,and effectively implementing it in conjunction with digital educational technology.This teaching model has shown significant effectiveness in the context of digital education,providing valuable experience and insights for the innovation of the Operations Research course.

Application of the “Three Threes” Method in Clinical Teaching of Internal Jugular Vein Puncture

Objective: To clarify the role of the “Three Threes” method in clinical teaching of internal jugular vein puncture and explore improvements in teaching methods. Methods: A doctor was assigned to the induction room of the Second Affiliated Hospital of Naval Medical University (Shanghai Changzheng Hospital) for two months. The time required for catheterization, the first puncture success rate, and occurrence of puncture-related complications were compared before and after learning the “Three Threes” method. Results: Using the “Three Threes” method reduced the catheterization time by 43%, increased the first puncture success rate by 17%, and led to fewer puncture-related complications. Conclusion: The application of the “Three Threes” method not only improves the success rate of internal jugular vein puncture but also reduces complications, making it easier for students to master the technique.

A Study on the Application of Audible Thinking Combined with Case Teaching Method in the Teaching of Nursing Room Visits for Trained Nurses

Objective:To investigate the effect of using audible thinking combined with the case teaching method in the teaching of nursing checkups for regulation nurses.Methods:The period was April 2023–April 2024,and a randomized controlled group study was carried out in which 76 regulation nurses in our hospital were randomly divided into a research group and a control group,with 38 regulation nurses in each group.The control group used conventional teaching methods,and the research group used audible thinking combined with the case teaching method,comparing the two groups’independent learning ability scores,assessment scores,and teaching satisfaction.Results:Independent learning ability score:after teaching,the research group was significantly higher than the control group(P<0.05);Assessment results:the research group was considerably higher than the control group(P<0.05);Teaching satisfaction:the research group was significantly higher than the control group(P<0.05).Conclusion:The use of audible thinking combined with the case teaching method in the teaching of nursing room visits for trained nurses can improve independent learning ability and assessment results and increase teaching satisfaction.

Research and Application of Bedside Rhetorical Teaching Method in Teaching Nursing Interns

Objective:To observe and analyze the application of the bedside rhetorical teaching method in teaching nursing interns.Methods:A total of 64 nursing interns in the gastroenterology department of our hospital from July 2022 to May 2023 were randomly divided into two groups,32 cases in the control group and 32 cases in the intervention group.The control group was given conventional teaching methods,and the intervention group was given the bedside rhetorical teaching method on the basis of the conventional teaching.The differences in the methods of teaching between the two groups were compared after the end of the internship,and there was a statistically significant difference with P<0.05.Results:The scores of the interns in the intervention group were significantly better than those of the control group in theoretical knowledge,communication skills,and case analysis items(P<0.05).Conclusion:The bedside rhetorical teaching method transforms classroom education into bedside teaching,which enables the interns to apply the theoretical knowledge to clinical practice,and has a higher improvement in the three aspects of disease knowledge,communication skills,and case analysis,cultivates the interns’comprehensive clinical skills,and lays a good foundation for the future entry into the nursing field.

Research on Teaching Methods of Flight Control Principles

With the rapid development of China’s civil aviation industry,the teaching method of operating knowledge of flight principles has changed greatly,which creates a good implementation environment to improve the safety of civil aviation in our country.At present,the main training content of air route transport pilots in China is basic aviation theory,initial flight training,airline modification,etc.The principles of flight control are an important part of basic aviation theoretical knowledge training,which will involve a large number of flight technology training content,instructors will also be based on the pilot type.Teaching flight control theory and practical knowledge requires relatively high theoretical learning ability of students,and the learning effect of this part of theoretical knowledge will directly affect the quality of subsequent learning,but also directly affect the effectiveness of flight training.This paper focuses on the analysis of the basic concepts of flight control,studies the existing problems in the teaching of flight control principles,summarizes the teaching measures of flight control principles,aiming to provide a reference to teaching personnel.

The Effectiveness of Group Cooperative Learning Method in Badminton Teaching in Colleges and Universities

In college badminton teaching,teachers utilize the group cooperative learning method,which not only helps to improve students’badminton skill level but also cultivates their teamwork spirit,communication skills,and self-management ability unconsciously.In view of this,this paper mainly describes the significance of applying the group cooperative learning method in college badminton teaching,analyzes the current problems in college badminton teaching,and aims to discover effective development strategies for group cooperative learning method in college badminton teaching in order to improve the effectiveness of college badminton teaching.

Exploring 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

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.

Application of the “Six-Step Teaching Method” in the Nursing Teaching of Obstetric Interns

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. .

Research on the Application of Problem-Based Learning(PBL)Teaching Method in Clinical Emergency Teaching

Objective:To explore the application advantages of problem-based learning(PBL)teaching method in clinical emergency teaching.Methods:Two classes of students in the five-year clinical medicine major of our university were selected as the research subjects and divided into two groups according to different teaching methods.Among them,50 students who received the traditional teaching method constituted the control group,while 52 students who received the PBL teaching method constituted the observation group.After one semester,an exam was conducted to assess their theoretical knowledge and first-aid practical skills,and evaluate their clinical thinking skills.At the same time,a teaching satisfaction questionnaire was distributed to evaluate the teaching satisfaction.Results:The results of the t-test showed that the observation group was significantly higher than the control group in terms of theoretical assessment,first aid practical assessment,and clinical thinking skills,and the differences were statistically significant(P<0.05).The results of theχ2 test showed that the difference in teaching satisfaction between the observation group and the control group was statistically significant(P<0.05),and the teaching satisfaction in the observation group was significantly higher than the control group.Conclusion:Compared with traditional teaching methods,applying PBL teaching method in clinical emergency teaching can achieve more significant teaching effects.Students’mastery of theoretical knowledge,first aid practical skills,and clinical thinking skills can be effectively strengthened,and it is conducive to improving teaching satisfaction.

新型教学工具“雨课堂”联合TBL教学法在儿科急救教学中的应用

目的:探讨新型教学工具“雨课堂”联合德莱尔(team-based learning,TBL)教学法在儿科急救教学中的应用。方法:选取2022年1月至2023年5月在郴州市第一人民医院儿科住培基地学习的医师86名作为研究对象。按照随机数字表法分为观察组(予以新型教学工具“雨课堂”联合TBL教学法)与对照组(予以传统教学模式),每组各43名,对比理论知识、操作技能考核成绩、带教满意度、教学模式调查问卷评分及批判性思维态度倾向性量表(critical thinking disposition inventory-chinese version,CTDI-CV)。结果:观察组的理论知识、操作技能考核成绩均高于对照组(P<0.05)。观察组的激发学习兴趣、促进理论知识理解、提高思维水平、提高自主学习能力、提高临床应用能力、重视课前预习、重视课后复习、活跃课堂气氛、师生沟通交流及课程总体满意度占比高于对照组(P<0.05)。观察组的教学模式调查问卷评分高于对照组(P<0.05)。观察组的CTDI-CV评分均高于对照组(P<0.05)。结论:新型教学工具“雨课堂”联合TBL教学法在儿科急救教学中有利于提高医学生的临床思维能力和技能操作能力。

师范院校高等数学教学存在的问题与对策

高等数学是诸多师范专业必修的公共基础课,对于培养学生的专业学科素养和思维能力发挥着不可替代的作用。师范院校高等数学教学存在教学大纲一刀切,教学方法因循守旧,评价方式单一的问题,应对教学大纲进行优化调整,细化到每个学院的每个专业;改进教学方法,以线上线下的混合式教学模式代替单一的线下教学模式,同时将翻转课堂引进高数课堂;建立以专业为导向的多元、科学、有效的课程评价方式,以更大程度上促进高等数学课程目标的实现。

Effect Analysis of WeChat Platform Combined with PBL Teaching Method for Standardized Training of Residents in Anesthesiology Department

Objective: To explore and analyze the effect of the WeChat platform combined with the PBL teaching method in the standardized training of anesthesia residents. Methods: 120 anesthesiology residents from January 2018 to the end of December 2019 were selected, and divided into a control group and an observation group of 60 each according to the time sequence of admission. The control group adopted the conventional teaching mode, and the observation group adopted the WeChat platform combined PBL teaching method. The scores of theoretical knowledge and anesthesia skills operation after training, the scores of the teaching interest survey, and the satisfaction with the teaching mode between the two groups were compared. Results: The scores of theoretical knowledge and anesthesia skills operation in the observation group were significantly higher than those in the control group, and the indicators of teaching interest in the observation group were also higher than those in the control group. The differences were statistically significant (P < 0.05). The satisfaction degree of the observation group was significantly higher than that of the control group, and the difference was also statistically significant (P < 0.05). Conclusion: The WeChat platform combined with the PBL teaching method is beneficial to improve the training effect of anesthesiology residents, stimulating autonomous learning ability, ensuring the effective practice of theoretical knowledge, and promoting them to move towards a higher standard of anesthesia skills.

Application of Flipped Classroom Combined with PBL Teaching Method in the Teaching of Respiratory Intensive Care Unit Nursing

Objective:The aim is to investigate the application effect of flipped classroom combined with problem-based learning(PBL)teaching method in the teaching of respiratory intensive care unit nursing.Methods:100 fresh nursing students who were interned in the respiratory intensive care unit of our hospital from June 2020 to May 2022 were selected and randomly divided into 50 students in the control group and 50 students in the experimental group.The students in the control group were taught by PBL teaching method,and the students in the experimental group were taught by flipped classroom combined with PBL teaching method.After the completion of the teaching,the teachers combined the performance of the two groups of students,and scored them comprehensively in terms of their professional theoretical knowledge,clinical operation skills,independent learning ability,and teamwork ability,and carried out a survey of the experimental group’s students in terms of their satisfaction with the understanding of theoretical knowledge,clinical operation,independent learning ability,teamwork ability,and other dimensions.Results:There was no statistical significance in the specialized theoretical knowledge scores of the two groups of students(P>0.05).The scores of clinical operation,independent learning ability,and teamwork ability of the two groups of students were statistically significant(P<0.05),and all the scores of the students in the experimental group were higher than that of the control group.More than 90%of the students believed that the flipped classroom combined with PBL teaching method could assist in the comprehension of theoretical knowledge,improve the clinical operation skills,enhance the ability of independent learning and teamwork;there were 92%of the students supported the use of flipped classroom combined with PBL teaching in respiratory intensive care unit nursing teaching.Conclusion:In the teaching of respiratory intensive care unit nursing,the use of flipped classroom combined with PBL teaching method can improve the learning effect of students,and has certain value in teaching.

Application of Heuristic Method to the Clinical Teaching of Internal Medicine

There is an old saying,“Give a man a fish,and he will eat for a day.Teach a man to fish,and he will eat for the rest of his life.”In clinical teaching,students should not only be taught about diseases,but their intelligence should also be cultivated,along with their analytical,comprehension,and independent learning skills.The ability to solve problems enables students to think independently and acquire knowledge.This is known as the heuristic method of teaching.In this study,we mainly analyze the application value of the heuristic method in the clinical teaching of internal medicine.

Study on the Exploration of Open Experimental Teaching Methods

Participating in open experimental teaching is essential in cultivating students’innovative ability and comprehensive quality.Participating in open experimental teaching takes students as the main body,which has a substantial effect on improving students’creative power and total quality,at the same time,it enhances the quality of experimental teaching.Based on the existing problems and shortcomings of traditional experiments in private universities,and through the role,methods,and implementation conditions of participating in open experimental education,this article also proposes a four-stage curriculum system of professional basic cognition,practical skills verification,comprehensive design,and technological innovation,to construct a five-in-one open experimental teaching model of“independent experimentteam collaboration-teacher guidance-science and technology competition-industry-university-research cooperation.”Participating in the implementation of open experimental teaching has apparent advantages for students’abilities,the construction of teaching teams,and the development of laboratories.

翻转课堂联合PBL教学法在骨科麻醉教学中的应用

目的评估翻转课堂联合基于问题的学习(problem-based learning,PBL)教学法在骨科麻醉教学中的效果。方法 随机抽取2020年9月—2022年7月在西安交通大学第二附属医院麻醉科骨科麻醉住培学生40名,随机分为研究组及对照组,各20名。对照组采用传统的课堂授课模式教学,研究组采用翻转课堂联合PBL教学法进行教学。记录并分析2组学生的学习成绩、综合能力及教学满意度。结果 研究组的理论考核及总分均高于对照组[(48.60±5.48)分vs.(43.30±5.57)分;(82.80±4.21)分vs.(76.70±4.93)分],差异有统计学意义(P <0.05),但2组的实践考核差异无统计学意义(P> 0.05);研究组自学能力、临床思维及团队合作得分高于对照组[(20.70±1.63)分vs.(18.90±2.00)分;(20.70±1.98)分vs.(19.10±2.40)分;(20.55±2.04)分vs.(19.00±2.69)分],差异有统计学意义(P <0.05),但实践操作得分差异无统计学意义(P> 0.05);研究组的教学满意度得分高于对照组[(4.20±0.89)分vs.(3.40±0.82)分],差异有统计学意义(P <0.05)。结论 将翻转课堂联合PBL教学法应用于临床骨科麻醉的教学中,能够充分调动学生的主观能动性,提高学生的学习成绩、综合分析问题及团队合作的能力,教学效果明显,学生的满意度较高。