Games that are used in research on game-based learning and serious games that are used for education are usually exclusive,making it difficult for teachers to attempt new methods in education.According to the data pub...Games that are used in research on game-based learning and serious games that are used for education are usually exclusive,making it difficult for teachers to attempt new methods in education.According to the data published in 2009 by the European Schoolnet(EUN),a network of European Ministries of Education,most of the problems that teachers face when using games in class are related to game selection.Based on the aforementioned data,this study presents a set of criteria for selecting games in order to solve the inconvenience experienced by teachers.The games,which are used as teaching materials for game-based learning,have been replaced with commercial games that are easily purchased,rather than serious games that are difficult to obtain the licensing.Based on the criteria,two games were selected in this study and the classes were conducted at the educational site.Compared to the group trained with textbooks,it has been confirmed that the effect of game-based learning was sufficient.In addition,five out of ten problems that teachers face were resolved.展开更多
Promoting patriotism and national cohesion in history classes is a well-known practice in modern countries,and especially evident in countries embroiled in ongoing conflicts.Patriotism in middle school history educati...Promoting patriotism and national cohesion in history classes is a well-known practice in modern countries,and especially evident in countries embroiled in ongoing conflicts.Patriotism in middle school history education of Israel bear the task to inherit the essence of Jewish traditional culture,promote awakening civic consciousness and teach the history of nation building.The courses contains main lines of national image creation,complaints for diaspora history,reflection on the holocaust,the current situation of the stalemate with rivalry countries and the outlook for the trend towards integration.It aims at shaping the minds of nation residents with different ethnic,religious,cultural and political background,and turn them into social members with a strong sense of responsibility,characteristics of multicultural and harmonious coexistence.In the comprehensive educational system,Israeli patriotism education is conducive to national unity,social integration and modernisation,but at the same time smacks of Zionism.展开更多
Traditional Chinese medicine（TCM）arrived in the United States（U.S.）in 1854.Initially,most TCM providers were herbalists,w ith very few being acupuncturists.Based on my research,the earliest acupuncturist to practi...Traditional Chinese medicine（TCM）arrived in the United States（U.S.）in 1854.Initially,most TCM providers were herbalists,w ith very few being acupuncturists.Based on my research,the earliest acupuncturist to practice inthe U.S. was Dr. Fu Xing Fang , who immigrated to the U.S. in the early 1930s and practiced acupuncture in the Los Angeles （LA） area. He was among the first of a few students of the well-known Dr.展开更多
Medical education in China and in Ireland began in pre-recorded history, probably around 5000 years ago, with both societies developing and nurturing those with the ability to influence the health of others. In Irelan...Medical education in China and in Ireland began in pre-recorded history, probably around 5000 years ago, with both societies developing and nurturing those with the ability to influence the health of others. In Ireland, between the 5th and12 th centuries, a Golden age of Ancient Gaelic Medicine saw the creation of more formal communities of practice. This was followed by the formation of the modern medial schools in the 18 th to 19 th centuries including University College Dublin(UCD). Since the year 2000, UCD has progressed through a series of curriculum changes, both in content and structure. This has included horizontal integration, vertical integration, modularisation, the use of recognised credit systems in association with expected volume of student learning and the outcome based pedagogical practice. These changes have utilised a topdown and bottom-up approach to ensure that the clarity of leadership is combined with the wisdom of teachers to create a modern patient-centric outcomes based programme. UCD has partnered with patients through a unique PACE programme, has maintained a science rich six-year duration course for school-leavers, has introduced a four-year course for those with degrees and introduced an additional specific programme of instruction just prior to graduation that is designed to instill confidence and competence. Future enhancements will focus on personalising the educational experience to ensure that each student reaches their full potential.展开更多
基金the Ministry of Education of the Republic of Korea and the National Research Foundation of Korea(2019S1A5C2A04082405)。
文摘Games that are used in research on game-based learning and serious games that are used for education are usually exclusive,making it difficult for teachers to attempt new methods in education.According to the data published in 2009 by the European Schoolnet(EUN),a network of European Ministries of Education,most of the problems that teachers face when using games in class are related to game selection.Based on the aforementioned data,this study presents a set of criteria for selecting games in order to solve the inconvenience experienced by teachers.The games,which are used as teaching materials for game-based learning,have been replaced with commercial games that are easily purchased,rather than serious games that are difficult to obtain the licensing.Based on the criteria,two games were selected in this study and the classes were conducted at the educational site.Compared to the group trained with textbooks,it has been confirmed that the effect of game-based learning was sufficient.In addition,five out of ten problems that teachers face were resolved.
基金The article is funded by the Fifth‘Foreign Cultural Policy’of Shanghai Research Base Projects 2020.
文摘Promoting patriotism and national cohesion in history classes is a well-known practice in modern countries,and especially evident in countries embroiled in ongoing conflicts.Patriotism in middle school history education of Israel bear the task to inherit the essence of Jewish traditional culture,promote awakening civic consciousness and teach the history of nation building.The courses contains main lines of national image creation,complaints for diaspora history,reflection on the holocaust,the current situation of the stalemate with rivalry countries and the outlook for the trend towards integration.It aims at shaping the minds of nation residents with different ethnic,religious,cultural and political background,and turn them into social members with a strong sense of responsibility,characteristics of multicultural and harmonious coexistence.In the comprehensive educational system,Israeli patriotism education is conducive to national unity,social integration and modernisation,but at the same time smacks of Zionism.
文摘Traditional Chinese medicine（TCM）arrived in the United States（U.S.）in 1854.Initially,most TCM providers were herbalists,w ith very few being acupuncturists.Based on my research,the earliest acupuncturist to practice inthe U.S. was Dr. Fu Xing Fang , who immigrated to the U.S. in the early 1930s and practiced acupuncture in the Los Angeles （LA） area. He was among the first of a few students of the well-known Dr.
文摘Medical education in China and in Ireland began in pre-recorded history, probably around 5000 years ago, with both societies developing and nurturing those with the ability to influence the health of others. In Ireland, between the 5th and12 th centuries, a Golden age of Ancient Gaelic Medicine saw the creation of more formal communities of practice. This was followed by the formation of the modern medial schools in the 18 th to 19 th centuries including University College Dublin(UCD). Since the year 2000, UCD has progressed through a series of curriculum changes, both in content and structure. This has included horizontal integration, vertical integration, modularisation, the use of recognised credit systems in association with expected volume of student learning and the outcome based pedagogical practice. These changes have utilised a topdown and bottom-up approach to ensure that the clarity of leadership is combined with the wisdom of teachers to create a modern patient-centric outcomes based programme. UCD has partnered with patients through a unique PACE programme, has maintained a science rich six-year duration course for school-leavers, has introduced a four-year course for those with degrees and introduced an additional specific programme of instruction just prior to graduation that is designed to instill confidence and competence. Future enhancements will focus on personalising the educational experience to ensure that each student reaches their full potential.
