In higher education,English has always been the focus of teaching,and college English teaching must be vigorously innovated.Through the analysis of the English teaching situation in some colleges and universities,we d...In higher education,English has always been the focus of teaching,and college English teaching must be vigorously innovated.Through the analysis of the English teaching situation in some colleges and universities,we discovered that microlessons an innovative teaching method,has been applied to a certain extent,but the circumstances under which micro-lessons are applied are not favorable.Many college English teachers recognize the value of micro-learning applications,but the shortcomings in the teaching also cause many challenges in the application of micro-lessons.This article will analyze the application value and specific challenges of microlessons in college English teaching,and propose some suggestions on the application of micro-lessons.展开更多
Combined with the features and strategies of project-based collaborative learning, micro-lesson—as one of modern teaching means, can display the teaching design and implementation of PBL, thus students can improve th...Combined with the features and strategies of project-based collaborative learning, micro-lesson—as one of modern teaching means, can display the teaching design and implementation of PBL, thus students can improve their awareness and ability of cross-cultural communication in the process of experience PBL.展开更多
目的 分析微课结合团队式学习(team based learning,TBL)/基于问题的学习(problem based learning,PBL)教学法在神经外科研究生临床教学中的应用价值。方法 选取2018年7月—2019年6月南昌大学第一附属医院神经外科接收的32名临床实习研...目的 分析微课结合团队式学习(team based learning,TBL)/基于问题的学习(problem based learning,PBL)教学法在神经外科研究生临床教学中的应用价值。方法 选取2018年7月—2019年6月南昌大学第一附属医院神经外科接收的32名临床实习研究生开展研究,采用随机数表法将其分为对照组和观察组,各16名。对照组采用传统教学法,观察组采用微课结合TBL/PBL教学法。比较两组各项考核成绩、综合能力,并比较两组学生对教学评价调查问卷结果和对带教的总满意度。结果 观察组理论知识[(21.13±1.77)分]、病历书写[(21.27±1.58)分]、病例分析[(21.80±1.32)分]、临床操作技能[(20.07±2.05)分]、综合能力评分中实践能力[(85.62±3.45)分]、团队合作能力[(88.35±3.75)分]、沟通协作能力[(84.35±3.16)分]、应急应变能力[(86.69±4.25)分]成绩均高于对照组,观察组对提升临床思维能力(87.50%)、提高获取信息能力(87.50%)、提高主动学习能力(100.00%)、提高团队协作能力(75.00%)、教学效果良好(100.00%)、具有教学价值(100.00%)的认可率和对带教的总满意度(100.00%)均优于对照组,差异统计学有意义(P<0.05)。结论 微课结合TBL/PBL教学法较传统教学法能够提高神经外科研究生临床教学的考核成绩和综合能力,提高学生对教学的满意度。展开更多
文摘In higher education,English has always been the focus of teaching,and college English teaching must be vigorously innovated.Through the analysis of the English teaching situation in some colleges and universities,we discovered that microlessons an innovative teaching method,has been applied to a certain extent,but the circumstances under which micro-lessons are applied are not favorable.Many college English teachers recognize the value of micro-learning applications,but the shortcomings in the teaching also cause many challenges in the application of micro-lessons.This article will analyze the application value and specific challenges of microlessons in college English teaching,and propose some suggestions on the application of micro-lessons.
文摘Combined with the features and strategies of project-based collaborative learning, micro-lesson—as one of modern teaching means, can display the teaching design and implementation of PBL, thus students can improve their awareness and ability of cross-cultural communication in the process of experience PBL.
文摘目的 分析微课结合团队式学习(team based learning,TBL)/基于问题的学习(problem based learning,PBL)教学法在神经外科研究生临床教学中的应用价值。方法 选取2018年7月—2019年6月南昌大学第一附属医院神经外科接收的32名临床实习研究生开展研究,采用随机数表法将其分为对照组和观察组,各16名。对照组采用传统教学法,观察组采用微课结合TBL/PBL教学法。比较两组各项考核成绩、综合能力,并比较两组学生对教学评价调查问卷结果和对带教的总满意度。结果 观察组理论知识[(21.13±1.77)分]、病历书写[(21.27±1.58)分]、病例分析[(21.80±1.32)分]、临床操作技能[(20.07±2.05)分]、综合能力评分中实践能力[(85.62±3.45)分]、团队合作能力[(88.35±3.75)分]、沟通协作能力[(84.35±3.16)分]、应急应变能力[(86.69±4.25)分]成绩均高于对照组,观察组对提升临床思维能力(87.50%)、提高获取信息能力(87.50%)、提高主动学习能力(100.00%)、提高团队协作能力(75.00%)、教学效果良好(100.00%)、具有教学价值(100.00%)的认可率和对带教的总满意度(100.00%)均优于对照组,差异统计学有意义(P<0.05)。结论 微课结合TBL/PBL教学法较传统教学法能够提高神经外科研究生临床教学的考核成绩和综合能力,提高学生对教学的满意度。
