Results of the virtual simulation teaching method on autonomous learning competencies of undergraduate nursing students

Background:With the continuous development of information technology,most universities use mobile teaching platforms for classroom teaching.With the help of the national virtual simulation experimental teaching project sharing platform,students can enhance self-directed learning through the virtual simulation operations of the project.Purpose:To explore the application of virtual simulation experiment in teaching the fundamentals of nursing practice based on the Platform of the National Virtual Simulation Experiment Teaching Project during the COVID-19 pandemic analyze the impact of this teaching method on the autonomous learning ability of undergraduate nursing students.Methods:Convenience sampling was used to select 121 nursing undergraduates from Y University’s School of Nursing;the online teaching of fundamentals of nursing practice was conducted to the students.After taking the course,questionnaires were distributed to the undergraduate nursing students to collect their perceptions regarding the use of the virtual simulation experiment platform and autonomous learning competencies.Results:Most students expressed their preference for the virtual simulation teaching platform,and their satisfaction with the project evaluation was high 83.05%.They hoped to promote the application in future experimental teaching.Undergraduate nursing students believed that the virtual simulation teaching platform was conducive to cultivating clinical thinking ability,could stimulate learning interest,enhanced autonomous learning competencies.Conclusion:During the pandemic,the virtual simulation teaching platform for a lecture on in nursing education has achieved good results in both the aspects of teaching and student learning.Teachers efficiently used their training time and reduced their teaching burden.Moreover,the laboratory cost was also reduced.For undergraduate nursing students,the system was conducive to cultivating clinical thinking ability,stimulating their interest in learning,enhancing their learning and comprehension abilities and learning initiative.

An Analysis of College Students＇ Autonomous English Learning Ability under the Network Environment

Referring to the questionnaire survey and literature materials, this paper describes the current situation of college students＇ insufficient autonomous English learning ability and thefactors that influence this ability; it also suggests feasible suggestions under the network environment. Students （N= 178） from different grades, majors, universities and areas responded to a questionnaire survey, and the collected data were analyzed. The results indicate that complex external environment and insufficient internal subject cognition influence college students＇ autonomous English learning ability. Finally, this paper suggests that a good network environment is necessary for autonomous learners to enhance insufficient autonomous English learning ability and interaction, continuous thinking and cultural introduction are also indispensable to develop this ability.

Path Exploration of Autonomous Learning in College Students＇ Ideological and Political Theory Course

Ideological and political theory teaching course is the public compulsory course of college students, which is the effective measures of conducting socialism core value system education for college students and realizing the ideological political and moral quality cultivation and improvement of chinese characteristic socialism successors, the ideological and political theory course learning of college students has obvious features in chinese university education, reflecting the party central committee＇ s great attention to college students＇ ideological and political education, and we should strengthen college students＇ ideological and political theory education, explore autonomous learning path of university exploration college students and promote the combination of theory and practice of college students, realizing autonomous learning, autonomous education and autonomous improvement, in order to effectively improve the effect of ideological and political theory education.

A Survey into Teachers＇ Roles in Web-based College English Autonomous Learning

The paper, with the backdrop of web-based autonomous learning put forward by the recent college English teaching reform, aims to explore teachers＇ roles in this learning process in students＇ perception through the means of questionnaires and interviews. It further analyzes the possible reasons why students perceive their teachers＇ roles in such a way, in the hope of providing some implications for web-based college English autonomous learning.

Metacognitive Ability and its Relationship with CET4 Score——A Study on Science Students under Online College English Autonomous Learning

By using 162 third-year science students from the Independent College in Shandong University of Science and Tech nology,this paper investigated the relationship between their metacognitive ability and their CET4 score.The results indicated that their metacognitive ability,and the three subcategories have positive significant correlations with the students'CET4 score.

Discussions on the Processing Mode of College English Autonomous Learning

With the increase of our country＇s reform and open policy, the requirement of having someone who has the professional knowledge as well as the fluency of English has been increased day by day. Currently, the core of the quality education is to cultivate and enhance the college English autonomous learning abilities of students. Therefore, college English teaching is faced with new opportunities and challenges. This paper gives the brief introduction of college English autonomous learning, shows the background and characteristics of it, and presents the current problems that Chinese college students have, and ultimately the measures that we Chinese English teachers should take during the teaching work, which aims to motivate students＇ learning interests and improve their learning effect.

Civil Engineering Students'English Metacognitive Strategies,Autono-mous Learning Competence and ListeningPerformance

In order to improve Englishlistening more effectively, the application status of metacognitive strategies and autonomouslearning competence is exploredbased on a questionnaire investigation among 120 civil engineering major in BJUT. The methods of correlation analysis and an independent sample t-test are employed.The results indicated that 1) their metacognitivestrategies, and the planning, monitoring strategy have positive significant correlations with the students'listening performance and listening auton-omous learning competence;2) There are significant differences in the use of metacognitivestrategies,the level of autonomous learn-ing competence between different levels of listening performance;3) The more accuracy of self-judgment is, the higher level Eng-lish listening performance is.

On cultivating students＇ ability of autonomous leaming during the English class in universities

It is necessary to cultivate students＇ ability of autonomous learning. This is not only because the theory of life-long learning and the theory of modem languages teaching but also the guarantee of improving the efficiency of English teaching. In order to develop students＇ ability of autonomous learning, English teachers should improve students＇ learning surroundings, develop their motivation, use creative teaching methods and make full use of multimedia equipment and network resources.

基于BOPPPS模型的5G+智慧课堂在临床护理教学中的应用

目的 探讨基于BOPPPS模型的5G+智慧课堂在胸外科护理临床教学中的应用效果。方法 将胸外科实习的90名本科护生按照实习时间分为对照组43名,试验组47名。对照组采用传统教学方法;试验组采用基于BOPPPS模型的5G+线上、线下、临床实践三位一体智慧课堂教学模式。比较两组护生实习成绩、自主学习能力和对教学模式的满意度。结果 试验组护生实习成绩、自主学习能力得分显著高于对照组(均P<0.05);两组教学满意度比较,差异无统计学意义(P,>0.05)。结论 基于BOPPPS模型的5G+智慧课堂教学模式的应用可提高护生实习成绩及自主学习能力,提升临床教学效果。

Life’s Language Lessons Ghanaian students look toward learning Chinese as a way to find opportunities

While some struggle to find their path in life. for others, nature aligns things for them. This is what happened to Edward .loseph Yawson, a 26-year-old teaching assistant at the Chinese Section of the Department of Modern Languages, Uni versity of Ghana, Legon, who trusted his intuition when a Chinese language course was offered to him.

胃肠外科实习护生临床带教过程中实施基于BOPPPS教学模式的效果评价

目的探讨在肠胃外科实习护生临床带教过程中实施基于导言—目标—前测—参与式学习—后测—总结(BOPPPS)教学模式的效果。方法选取2022年1月—2023年7月本院胃肠外科实习生74名作为研究对象,按照不同实习批次分为A组与B组,每组37名。A组给予传统模式的教学,B组在A组基础上给予BOPPPS教学模式的教学,比较两组自主学习能力、出科考试成绩(理论考核成绩、技能操作考核成绩)及教学满意度。结果培训后,两组自主学习能力各维度评分及总分均高于培训前,且B组各项评分均较A组偏高(P<0.05)。培训后,与A组相比,B组专科理论考核成绩、技能操作考核成绩均偏高(P<0.05)。培训后,B组教学满意度高于A组(P<0.05)。结论在胃肠外科实习护生临床带教过程中采用BOPPPS教学模式,可明显提升其自主学习能力、出科成绩及教学满意度,教学效果较好,值得借鉴。

Gender Disparity in Second Language Learning： Reality or Illusion？

The paper draws a comparison between female and male students＇ language learning capabilities in the backdrop of age-old idea that males are better than females in language learning on the one hand, and some recent study findings indicating females＇ superiority over males on the other. To this end, 43 female and 80 male higher secondary students＇ 468 answer scripts of their regular English exams were collected. For the traditional question pattern, the collected data could measure only ＂remembering＂ and ＂understanding＂ of the examinees. Therefore, the students were compared only on the basis of these two lowest levels of Bloom＇s taxonomy. The participants were of same age, studying at the same level （Grade 11）, and were taught by the same teacher. The study finds that if other variables remain the same, there is no essential difference between male and female regarding learning English as a second language.

A Critical Discussion of Vygotsky and Bruner’s Theory and Their Contribution to Understanding of the Way Students Learn

Vygotsky and Bruner’s theory,as a significant guidance in the field of education,make a influence for many students and teachers.This paper uses the ways of description and discussion to explore the implication from Vygotsky and Bruner’s theory on teaching and learning.

Evaluation of Technical Education by Using a Modern Structured MOODLE Laboratory Course, in Relation to Recent Data

E-learning platforms support education systems worldwide, transferring theoretical knowledge as well as soft skills. In the present study high-school pupils’, and adult students’ opinions were evaluated through a modern structured MOODLE interactive course, designed for the needs of the laboratory course “Automotive Systems”. The study concerns Greek secondary vocational education pupils aged 18 and vocational training adult students aged 20 to 50 years. The multistage, equal size simple random cluster sample was used as a sampling method. Pupils and adult students of each cluster completed structured 10-question questionnaires both before and after attending the course. A total of 120 questionnaires were collected. In general, our findings disclosed that the majority of pupils and adult students had significantly improved their knowledge and skills from using MOODLE. They reported strengthening conventional teaching, using the new MOODLE technology. The satisfaction indices improved quite, with the differences in their mean values being statistically significant.

A Study on Cultivating Top Students in College English Flipped Classroom

Researches on flipped classroom are capturing much attention.This study is conducted among top students with the purpose of confirming the effect of flipped classroom.It found that the flipped classroom does not refer to learning by themselves,even though objects are top students,the teachers are supposed to participate much more in the learning process than they do in the conventional class.It is concluded that top students can benefit a lot from flipped classroom with learning efficiency and interest improved,yet still under the guidance of teachers.Learning motive is not strengthened obviously.Some reflections on teaching are offered afterwards.

基于E-Learning的混合式学习在精神科护理学教学中的应用

目的探讨基于E-Learning的混合式学习在精神科护理学教学中的应用效果。方法以2014级140名本科护生作为研究对象,在精神科护理学教学中采用基于E-Learning的混合式学习进行干预,干预前后选用课程评价调查问卷、护生自主学习能力量表、期末考试成绩进行效果评价。结果课程干预后,92.9%本科护生比较喜爱混合式学习,95.7%本科护生认为混合式学习对理解课程有帮助;本科护生的自主学习能力显著提高(均P<0.01);接受混合式学习课程的2014级本科护生的期末考试成绩显著高于常规课堂学习的2013级护生(P<0.05)。结论基于E-Learning的混合式学习可有效提高本科护生对精神科护理学的学习兴趣,提高其自主学习能力和学习效果。

Autonomous Learning and the Flipped Classroom in Chinese Vocational Schools——A Warming-Up to Student-Centred Learning

In this study,the authors focus on the application of the flipped classroom in Chinese vocational schools. We argue the possibility of a flipped class as another way to employ student-centred learning in China where teacher-centred learning is still heavily influencing the whole educational sector. In other words,if student-centred learning is difficult to implement in the classroom due to various reasons such as the class size,an exam-oriented system and so on,can a flipped class approach take part in student-centred learning outside the classroom and if so how? Available data quantifying student learning using the flipped classroom as opposed to other student centred methods are presented. This paper will also look at the feasibility of using the flipped classroom in Chinese vocational schools where the students are historically believed to be poor learners. Finally, practices for the use of flipped classrooms in encouraging learning autonomy will be discussed.

自我效能感对大学生体育学习投入的影响:有调节的中介效应

目的:基于自我效能感理论和学习投入理论探讨自我效能感、主动反刍和自主性动机对大学生体育学习投入的影响机制。方法:采用问卷调查法、数理统计法,基于自我效能感量表、学习投入量表、主动反刍分量表和自主性动机分量表,以2 754名本科在校大学生为被试,运用Mplus 8.3进行数据回归分析。结果:(1)自我效能感正向预测了大学生体育学习投入(β=0.405,t=13.639,P<0.01);主动反刍正向预测了大学生体育学习投入(β=0.519,t=21.395,P<0.01)。(2)主动反刍在自我效能感与大学生体育学习投入路径中发挥部分中介效应(β=0.210, 95%CI[0.178,0.244],P<0.01)。(3)自主性动机正向调节了自我效能感对主动反刍的作用效应(β=0.297,SE=0.049,t=5.994,P<0.01),同时正向调节了主动反刍对体育学习投入的作用效应(β=0.241,SE=0.712,t=3.386,P<0.01)。结论:自我效能感、主动反刍和自主性动机是大学体育学习投入的重要预测因素;自我效能感不仅能够直接正向预测大学生体育学习投入水平,还可以在自主性动机的调节下,通过主动反刍间接正向预测大学生体育学习投入。因此,提升自我效能感、激发自主性动机和养成积极主动的反刍思维是干预大学生体育学习投入的有效策略,对提升大学生体育学习投入水平具有现实意义。

线上线下融合背景下高职学生自主学习模式研究

随着互联网和信息技术的快速发展,线上线下融合的教学模式在高职教育中得到了广泛应用,而自主学习可以理解为学习方法和学习态度的表现形式,不仅能够提升学生的学习效果,还可以不断增强学生的学习能力。在线上线下融合背景下,高职学生在自主学习模式方面表现出较高的自觉和参与度,自主学习环境的构建和自主学习资源的选择和开发对于学生的自主学习能力的提高起到了积极的作用。基于此,针对线上线下融合背景下高职学生自主学习模式进行分析,并提出了一些改进和优化的建议,包括加强学生自主学习能力培养、提供更多的指导和支持、加强线上线下教学环节的融合等。这些建议有助于提高高职学生的学习效果和学习质量,为高职教育的发展和改革提供参考。

高年级本科医学生自主学习能力现况调查及分析

目的:通过调查中山大学附属第三医院妇产科见习和实习的高年级本科医学生的自主学习能力现状,分析不同性别、学制的高年级本科医学生自主学习能力的差别,探讨培养措施。方法:采用医学生自主学习能力测量量表问卷对2023年9月至2024年2月在中山大学附属第三医院妇产科见习和实习的118名高年级本科医学生进行问卷调查。结果:(1)男女生自主学习能力中的自我动机信念(自我动机、学习信念)得分和客观行为(制定学习目标和计划、自我监测和调节能力、获取及处理信息能力、交流合作能力)得分差异无统计学意义;(2)五年制和八年制学生自我动机信念中的学习信念得分和客观行为(制定学习目标和计划、自我监测和调节能力、获取及处理信息能力、交流合作能力)得分差异无统计学意义,五年制学生自我动机信念中自我动机得分优于八年制学生。结论:不同性别、学制的高年级本科医学生自主学习能力相差不大。临床教学过程中,我们要采用多种教学模式和改革评价方式激发学生学习积极性,培养自主学习能力。