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.

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.

Innovation Practices of Virtual Simulation Teaching Method in Landscape Architecture Majors

Based on foreign and domestic literature about teaching theories and simulation application,advantages and disadvantages of simulation teaching and other teaching methods were compared,organization forms and efficiency of simulation teaching in network environment discussed,students' learning patterns and styles summarized,and the theoretical research foundation for the simulation teaching and students' learning system in network environment established.Common problems of simulation teaching and corresponding students' learning styles were discussed,application and supervision system of simulation teaching established,students' learning styles innovated.Views and innovations of virtual simulation teaching in simulation teaching of landscape architecture were given,and the research framework sorted out as reference.

Analysis of Common Clinical Practice Teaching Methods in Medical Colleges and Universities

Clinical practice teaching is an important part of medical education.For medical students in colleges and universities,the teaching method is mostly single before the teaching reform.Innovative clinical practice teaching methods have been implemented in colleges and universities with the deepening of the teaching reform in recent years.

Improvement and Exploration of Teaching Methods for General Entomology in Agriculture and Forestry Colleges and Universities

According to characteristics of General Entomology and existing problems in teaching process,it came up with methods and countermeasures for improving teaching General Entomology,including improving practical ability of students through enhancing all links of practice teaching,and stimulating learning interest of students through improving methods of course examination.

Construction of the Curriculum System of Software Engineering Based on the Agile Development Method

Under the background of“new engineering”construction,software engineering teaching pays more attention to cultivating students’engineering practice and innovation ability.In view of the inconsistency between development and demand design,team division of labor,difficult measurement of individual contribution,single assessment method,and other problems in traditional practice teaching,this paper proposes that under the guidance of agile development methods,software engineering courses should adopt Scrum framework to organize course project practice,use agile collaboration platform to implement individual work,follow up experiment progress,and ensure effective project advancement.The statistical data of curriculum“diversity”assessment show that there is an obvious improvement effect on students’software engineering ability and quality.

The Application and Practice of TBL Method in the Teaching of “Zhuang Medical Prescriptions”

The application of TBL teaching method to"Zhuang Medical Prescriptions"is an actual practice of group cooperative learning mode.Through this method,a more active learning atmosphere can be constructed,and it is also an activity to jointly achieve the teaching goals.From the perspective of the practice of basic teaching,it is a creative teaching strategy.Let students develop the awareness and habit of using team groups for cooperative inquisitive learning,so as to gradually improve students'level of comprehensive application analysis.This paper discusses in detail from the perspective of practical research and building,and compares data under different teaching methods with test results to prove that TBL teaching method is superior to traditional teaching method.

Practical Discussion of Output Oriented Method in English Major Teaching

China’s education has always been the focus for all sectors of society,and the education reform has been going on an in-depth process.Therein English major has made good progress in teaching reform,and is the focus for the education sector and the public.At present,colleges and universities in our country are facing some prominent problems.They are the phenomena that many colleges and universities have always attached great importance to language education and paid not enough attention to the ability of language communication,and paid too much attention to the explanation process and lack of training.Only the overall reform and development can make the teaching effect reach a satisfactory level.By promoting students to obtain good achievements,we can carry on longterm development in the new background and new era.Output oriented method is a new word with strong timeliness.It can improve the comprehensive quality of students to a certain extent.At the same time,it can promote the teaching quality in a certain sense,and has a positive role.

Practical Logic and Optimization Path of the Effectiveness of Teaching Methods in Ideological and Political Theory Courses

Since the Party Central Committee has explicitly requested the running of excellent ideological and political theory courses,the teaching methods of ideological and political theory courses have become a major topic of discussion in academic circles.A gap remains between the current teaching methods of ideological and political theory courses and those in the new era.In order to improve the nurturing effect of key courses,it is necessary to study the basic logic of its effectiveness enhancement from the perspective of practice.In the new era,it is essential to take the spirit from the series of important speeches of the Party and national leaders on ideological and political theory courses as guidance,draw on the effective teaching ideas of Comenius that reflect“fun,”“convenience,”and“thoroughness,”closely combine the teaching practice,as well as select and apply the teaching methods based on the concept of three“combinations”and two“innovations,”i.e.,combining students,teachers’teaching styles,and teaching contents;and innovating and practicing the integrated teaching method of diversified integration as well as the new teaching method of media technology-integrated smart classroom.

Empirical study on cooperative learning approach to College oral English teaching

As a creative and effective teaching method adopted by many countries, cooperative learning is one of the most widespread and fruitful areas in modern education theory. With the introduction of the concept of cooperative learning among College oral English teaching, students could undergo all-round training in English proficiency, cooperative ability, self-learning ability and sense of competition. This paper mainly focuses on how to make full use of cooperative leaning in College oral English teaching, and tries to verify that cooperative leaning is a practical and effective teaching mode which could enhance the College oral English classroom teaching quality.

Improve the Oral English Teaching at Senior High

At senior high, the oral English class is usually ignored for some reasons, so it will be a main question for students tocommunicate successfully in English. Considering the present situation and teaching content at oral English class, we will talkabout and conclude the method and form of oral English teaching and practicing in terms of the senior high English teachers. It isexpected to inspire teachers to pay more attention to the oral teaching, to raise students' interest in oral English learning, which inturn achieve the goal of the senior English curriculum standards, in that one can state the opinion and exchange it with others whentalk about the common topic in daily life. Through the paper, we find it is useful for teaching oral English better to improve theteaching theory, enrich the teaching method, and create the practicing forms, teaching in pleasant atmosphere.

Teaching Strategy on Diagnosing and Removing Automobile’s Failure

:This article first analyzes the problems existing in the teaching about diagnosing and removing automobile’s failure,and then discusses some specific teaching strategies on diagnosing and removing automobile’s failure to provide some effective reference for the related staff.

工作坊联合案例教学法在口腔修复临床本科实践教学中的探索

目的探索工作坊结合案例教学法在口腔修复学本科实践教学中的应用,评价其可行性和实施效果。方法选择2020年9月—2022年6月在郑州大学口腔医学院实习的2016、2017级80名口腔医学专业本科生作为研究对象,将2个年级的80名学生随机平均分为试验组、对照组,各40名。试验组采用工作坊联合案例教学法,对照组采用传统带教模式。实习结束后,对2组进行实践技能考核、案例分析和问卷调查,评价相关教学效果。结果2组上颌中切牙临时冠制作评分比较差异无统计学意义(P>0.05)。试验组上颌中切牙牙体预备成绩、实践技能考核总分、案例分析评分均高于对照组,差异有统计学意义(P<0.05)。试验组学生对工作坊教育联合案例教学模式的认可度更高,教学效果优于对照组,差异有统计学意义(P<0.001)。结论在口腔修复本科实践教学中,采用工作坊联合案例教学模式较传统带教模式能获得更佳的教学效果。

土木工程专业线上生产实习教学方法探讨

新冠疫情防控时期土木工程专业生产实习面临困境,以武汉理工大学的卓越工程师实习教学为例,提出以“线下专题讲座+线上视频学习”的方式在校内完成生产实习教学任务。与传统现场生产实习教学相比,改革后的教学内容全面、先进、详细,并取得较好的课程思政教学效果,为土木工程专业生产实习的教学改革提供了思路。

案例教学法在神经外科临床实践技能教学中的应用

目的探讨在神经外科临床实践技能教学中采取案例教学法进行教学的效果。方法选取2021年1月至2022年12月苏州大学附属第一医院神经外科临床实习的80名学生为研究对象,将2021学年度采取传统教学法的40名学生纳入对照组,将2022学年度采取案例教学法的40名学生纳入研究组,对比考核成绩、教学满意度评价。结果研究组理论考核、临床知识、病例分析评分较对照组高,差异有统计学意义(P<0.001);研究组基础知识理解、重点内容掌握、教学模式可行、学习兴趣、课堂气氛、教师教学热情以及师生互动评分均较对照组高,差异有统计学意义(P<0.001)。结论在神经外科临床实践技能教学中采取案例教学法可提高教学效果,提升学生的理论知识与操作技能,学生对教学满意度评价较高。

理论-实践-互动式教学法在儿科护理教学中的应用探究

目的探究理论-实践-互动式教学法(theory-practice-interactive teaching method,TPI)在儿科护理教学中的应用效果。方法选择2020年9月—2022年10月中国医科大学附属盛京医院进行儿科实习的护理本科生为研究对象。实习时间在2020年9月-2021年9月者为传统教学组,给予传统教学方式教学,实习时间在2021年10月—2022年10月者为TPI教学组,给予TPI法教学。2组教学内容、授课教师及教学时间相同,统计2组教学后理论及实际操作技能成绩,教学前、后给予2组学生批判性思维能力量表(critical thinking disposition inventory-Chinese version,CTDI-CV)评价,通过学生自主学习评价量表评价2组学生学习动机、学习合作能力、信息素质、自我管理能力,比较2组教学满意度。结果TPI教学组理论知识、实际操作技能评分较传统教学组高,差异有统计学意义(P<0.001)。TPI教学组学生学习动机、学习合作能力、信息素质、自我管理能力、CTDI-CV评分较传统教学组高,差异有统计学意义(P<0.001)。TPI教学组教学满意度(97.78%)较传统教学组高(84.44%),差异有统计学意义(P<0.001)。结论在儿科护理教学中运用TPI教学法,可提升学生教学成绩、实践能力、自学能力及批判性思维能力,提升教学满意度。

Seminar教学法在《全科医学概论》课程中的应用研究

目的:在《全科医学概论》的教学中应用Seminar教学法,探讨该教学法的应用效果。方法:从开设《全科医学概论》的佳木斯大学临床医学专业四年级本科生中选取160人作为研究对象,将学生随机分为对照组、实验组各80人。其中,对照组根据教学大纲的要求实施传统教学法,实验组应用Seminar教学法进行教学。比较分析两组学生学习效果及对教学的满意度。结果:与对照组相比,实验组学生、学习效果(课堂氛围、文献检索能力、思维拓展能力、知识的接受程度、自主学习能力、对未来从事全科医疗充满兴趣)以及学生对教学满意度均高于对照组(P<0.05)。结论:在《全科医学概论》课程教学中,应用Seminar教学法进行教学,可以激发医学生自主学习、研讨的主观能动性,有效提高学习效果并增加教学满意度。

“植物生理学”理论结合实践的教学模式改革

“植物生理学”是高等农林院校植物生产类本科生的专业基础课,教学涉及的专业多,授课对象的知识结构和学习特点不断变化,且面临学时少、新知识和新技术层出不穷的窘境。因此,从甄选教学内容、丰富教学题材,改进教学方法,学以致用。建立“植物生理学”开放课堂,科研反哺教学、指导学生参加创新创业大赛、增强科研创新意识等方面对“植物生理学”进行了教学改革与实践。同时,“植物生理学”教学的研究对象选用本地的植物类型或地方品种并列举它们与当地生态环境之间的关系,使教学内容既贴近生活实际又符合学校的办学特色,既能提高学生的综合素质与实践能力,又可为培养创新型人才奠定基础。

项目驱动教学法在“食品安全检测技术”课程实践教学中的应用研究

“食品安全检测技术”课程是高校食品质量与安全专业的专业主干课程之一,该课程的学习对于学生的就业及食品行业的发展具有重要意义。以项目驱动教学法在“食品安全检测技术”课程实践教学中的应用研究为基础,对此种教学方法的项目设计、项目实施和考核方式改革进行了初步探索,最大限度地提高了学生在该课程实践教学中的参与度和积极性,为项目驱动教学法在该专业其他专业主干课程实践教学中的广泛应用提供了参考。

3-Turns教学法在实践共同体促进深度学习中的应用

在电气工程专业实践教学过程中凝练出由Turn up、Turn away、Turn back等环节组成的3-Turns教学法。经过多轮的实践应用,3-Turns教学法在实践共同体中提供了一个兼具解释性与可操作性的教学样例。研究发现,3-Turns教学法对实践共同体促进工科生深度学习起到了提质增效的作用;3-Turns教学法为工程实践学习情境的强化设计提供了理论依据与经验支持。该研究验证了基于3-Turns教学法的实践共同体促进工科生深度学习的有效性,为助力工科人才培养质量的持续提升做出了积极的探索与实践。