Follow ing the fram ew ork of the finite elem ent m ethods based on Riesz-representing operators developed by Duan Huoyuan in 1997,through discreteRieszrepresenting-operators on som e virtual(non-) conform ing finit...Follow ing the fram ew ork of the finite elem ent m ethods based on Riesz-representing operators developed by Duan Huoyuan in 1997,through discreteRieszrepresenting-operators on som e virtual(non-) conform ing finite-dim ensionalsubspaces,a stabilization form ulation is pre- sented for the Stokes problem by em ploying nonconform ing elem ents.This form ulation is uni- form ly coercive and notsubject to the Babus ka-Brezzicondition,and the resulted linear algebraic system is positive definitew ith the spectralcondition num berO(h- 2 ). Quasi-optim alerrorbounds are obtained,which is consistentwith the interpola- tion properties ofthe finite elem entsused.展开更多
目的分析使用多学科协作(multi-disciplinary treatment,MDT)联合案例-团队教学法(case study based learning-team based learning,CBL-TBL)教学法结合了实操后对于提高口腔临床教学成绩效果。方法选取2022年1月—2023年1月到湘南学院...目的分析使用多学科协作(multi-disciplinary treatment,MDT)联合案例-团队教学法(case study based learning-team based learning,CBL-TBL)教学法结合了实操后对于提高口腔临床教学成绩效果。方法选取2022年1月—2023年1月到湘南学院附属医院进行实习的58名口腔临床医学实习生为本研究的观察对象,将其按照学号末尾数奇偶性分为研究组与参照组,各29名。研究组采取MDT联合CBL-TBL结合实操教学模式,参照组采取CBL-TBL结合实操教学的方式,两组均进行为期12周的实习教学,在教学完成之后对两组实习生的考核成绩(包括理论考试以及实践操作两个维度)以及教学效果(包括教学模式、教学内容以及综合能力培养三个维度)进行统计分析。结果研究组考核成绩均优于参照组,差异有统计学意义(P<0.05);研究组口腔教学效果评分均高于参照组,差异有统计学意义(P<0.05)。结论将MDT联合CBL-TBL教学法结合实操教学法运用于口腔临床教学后,能够有效提升实习生成绩,改善教学效果,值得推广应用。展开更多
文摘Follow ing the fram ew ork of the finite elem ent m ethods based on Riesz-representing operators developed by Duan Huoyuan in 1997,through discreteRieszrepresenting-operators on som e virtual(non-) conform ing finite-dim ensionalsubspaces,a stabilization form ulation is pre- sented for the Stokes problem by em ploying nonconform ing elem ents.This form ulation is uni- form ly coercive and notsubject to the Babus ka-Brezzicondition,and the resulted linear algebraic system is positive definitew ith the spectralcondition num berO(h- 2 ). Quasi-optim alerrorbounds are obtained,which is consistentwith the interpola- tion properties ofthe finite elem entsused.
文摘目的分析使用多学科协作(multi-disciplinary treatment,MDT)联合案例-团队教学法(case study based learning-team based learning,CBL-TBL)教学法结合了实操后对于提高口腔临床教学成绩效果。方法选取2022年1月—2023年1月到湘南学院附属医院进行实习的58名口腔临床医学实习生为本研究的观察对象,将其按照学号末尾数奇偶性分为研究组与参照组,各29名。研究组采取MDT联合CBL-TBL结合实操教学模式,参照组采取CBL-TBL结合实操教学的方式,两组均进行为期12周的实习教学,在教学完成之后对两组实习生的考核成绩(包括理论考试以及实践操作两个维度)以及教学效果(包括教学模式、教学内容以及综合能力培养三个维度)进行统计分析。结果研究组考核成绩均优于参照组,差异有统计学意义(P<0.05);研究组口腔教学效果评分均高于参照组,差异有统计学意义(P<0.05)。结论将MDT联合CBL-TBL教学法结合实操教学法运用于口腔临床教学后,能够有效提升实习生成绩,改善教学效果,值得推广应用。
