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 M...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.展开更多
In recent years, a large number of college students are using educational APPs to learn English. The author has deeply analyzed and explored the difference of learning by APPs and traditional classroom learning with t...In recent years, a large number of college students are using educational APPs to learn English. The author has deeply analyzed and explored the difference of learning by APPs and traditional classroom learning with the background of Constructivism. Learning by APPs and traditional classroom learning have their prospective advantages and disadvantages on learning time,space, contents, methods, efficiency and supervision. Learners can make full use of educational APPs, combining APPs with traditional classroom learning to realize blending learning and achieve high-efficiency.展开更多
Objective: To investigate the current situation and influencing factors of classroom situation deviant behavior ofundergraduate nursing students in colleges of traditional Chinese medicine. Methods: Three hundred ande...Objective: To investigate the current situation and influencing factors of classroom situation deviant behavior ofundergraduate nursing students in colleges of traditional Chinese medicine. Methods: Three hundred andeighty-two undergraduate nursing students in Tianjin University of Traditional Chinese Medicine were investigatedby general situation questionnaire, Classroom Situation Deviation Behavior questionnaire, Utrecht WorkEngagement Scale-Student and Mobile phone addiction index scale. Results: The scores of the ClassroomSituation Deviation Behavior questionnaire of nursing students were (46.04 ± 14.94). The results of multiple linearregression analysis showed that gender, academic ranking, family income (RMB/month), learning involvement andmobile phone dependence were the influencing factors, accounting for 32.9% of the total variation. Conclusion:The classroom situation deviant behavior of undergraduate nursing students in colleges of traditional Chinesemedicine is moderately upper-level. It is suggested that the management departments of colleges should strictlyenforce the classroom management system, improve the teaching level of teachers, guide students to develop goodlearning habits, and constantly stimulate students' learning enthusiasm in order to reduce the occurrence ofclassroom situation deviation behavior.展开更多
Situated learning method in western educational culture holds that effective education requires learning that is embedded in authentic contexts of practice,wherein students engage in increasingly more complex tasks wi...Situated learning method in western educational culture holds that effective education requires learning that is embedded in authentic contexts of practice,wherein students engage in increasingly more complex tasks within social communities.One of the Chinese situated learing methods,hich had been proposed and practiced by Li has high similarities with counterpartners on knowledge acquisition.In this essay,the researcher compared the situated learning method in west and its development in China based on Li’s exploration,contrasting participatory and acquisitive learning models as they apply in classroom settings.The dialogue indicates that no matter in west and in Chinese classroom,situated learning is one of effective methods.This study emphysizes the fact that teacher acts as a provider,facilitator,and mediator of knowledge;students are able to learn from that knowledge and practice it in group activities.In turn,students arrive at a new level of knowledge and understanding based on their experience as a real practitioner in the group or community.The different norms and values attached to participation and acquisition complement one another,and either one alone would be insufficient.The researcher then assess Chinese literacy education in Li’s situated learning methods.It suggests that a blend of participatory and acquisitive learning models may be the most effective approach to classroom instruction.展开更多
文摘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.
文摘In recent years, a large number of college students are using educational APPs to learn English. The author has deeply analyzed and explored the difference of learning by APPs and traditional classroom learning with the background of Constructivism. Learning by APPs and traditional classroom learning have their prospective advantages and disadvantages on learning time,space, contents, methods, efficiency and supervision. Learners can make full use of educational APPs, combining APPs with traditional classroom learning to realize blending learning and achieve high-efficiency.
文摘Objective: To investigate the current situation and influencing factors of classroom situation deviant behavior ofundergraduate nursing students in colleges of traditional Chinese medicine. Methods: Three hundred andeighty-two undergraduate nursing students in Tianjin University of Traditional Chinese Medicine were investigatedby general situation questionnaire, Classroom Situation Deviation Behavior questionnaire, Utrecht WorkEngagement Scale-Student and Mobile phone addiction index scale. Results: The scores of the ClassroomSituation Deviation Behavior questionnaire of nursing students were (46.04 ± 14.94). The results of multiple linearregression analysis showed that gender, academic ranking, family income (RMB/month), learning involvement andmobile phone dependence were the influencing factors, accounting for 32.9% of the total variation. Conclusion:The classroom situation deviant behavior of undergraduate nursing students in colleges of traditional Chinesemedicine is moderately upper-level. It is suggested that the management departments of colleges should strictlyenforce the classroom management system, improve the teaching level of teachers, guide students to develop goodlearning habits, and constantly stimulate students' learning enthusiasm in order to reduce the occurrence ofclassroom situation deviation behavior.
基金supports by the National Plan for Educational Science,Research on the Construction of international Communication Mode of Chinese basic Education Teaching methods[Grant Numbers BHA220122].
文摘Situated learning method in western educational culture holds that effective education requires learning that is embedded in authentic contexts of practice,wherein students engage in increasingly more complex tasks within social communities.One of the Chinese situated learing methods,hich had been proposed and practiced by Li has high similarities with counterpartners on knowledge acquisition.In this essay,the researcher compared the situated learning method in west and its development in China based on Li’s exploration,contrasting participatory and acquisitive learning models as they apply in classroom settings.The dialogue indicates that no matter in west and in Chinese classroom,situated learning is one of effective methods.This study emphysizes the fact that teacher acts as a provider,facilitator,and mediator of knowledge;students are able to learn from that knowledge and practice it in group activities.In turn,students arrive at a new level of knowledge and understanding based on their experience as a real practitioner in the group or community.The different norms and values attached to participation and acquisition complement one another,and either one alone would be insufficient.The researcher then assess Chinese literacy education in Li’s situated learning methods.It suggests that a blend of participatory and acquisitive learning models may be the most effective approach to classroom instruction.
