The“burden reduction”policy aims to reduce the workload of primary and secondary school teachers to alleviate their burdens.While it has improved the quality of teachers,implementation challenges still exist.This st...The“burden reduction”policy aims to reduce the workload of primary and secondary school teachers to alleviate their burdens.While it has improved the quality of teachers,implementation challenges still exist.This study utilizes rational choice institutionalism and Ostrom’s institutional analysis and development framework to examine the policy.By considering the preferences of the Ministry of Education,local governments,schools,and teachers,it explores interactions and outcomes,identifies challenges,and provides policy suggestions.展开更多
In the field of Second Language Acquisition （SLA）, motivation has played a crucial role for language learning and teaching. Just as motivation is important in SLA, demotivation constitutes an important factor for bo...In the field of Second Language Acquisition （SLA）, motivation has played a crucial role for language learning and teaching. Just as motivation is important in SLA, demotivation constitutes an important factor for both students and teachers. In our previous study, investigating 97 teachers for demotivational factors, the teachers felt demotivated to see students＇ lack of interest and bad attitudes, as well as dissatisfaction with curriculum, teaching material and poor facilities. We concluded further investigation was necessary as to how teachers regain motivation and hopefully toward directed motivational current （DMC）, which not only provides a direction for action, but it also energizes action （D6myei et al, 2016）. In our present study, compared to our previous study which was analyzed quantitatively, we have collected qualitative data from some 34 college teachers investigating when they felt demotivated, what they did to cope with it, and how they regained their motivation. Data was collected, analyzed qualitatively, and factors which may lead to DMC was extracted. It is hoped that this study will be beneficial for facilitating better SLA learning and teaching, and also for teacher training.展开更多
The representation method of heterogeneous material information is one of the key technologies of heterogeneous object modeling, but almost all the existing methods cannot represent non-uniform rational B-spline （NU...The representation method of heterogeneous material information is one of the key technologies of heterogeneous object modeling, but almost all the existing methods cannot represent non-uniform rational B-spline （NURBS） entity. According to the characteristics of NURBS, a novel data structure, named NURBS material data structure, is proposed, in which the geometrical coordinates, weights and material coordinates of NURBS heterogene- ous objects can be represented simultaneously. Based on this data structure, both direct representation method and inverse construction method of heterogeneous NURBS objects are introduced. In the direct representation method, three forms of NURBS heterogeneous objects are introduced by giving the geometry and material information of con- trol points, among which the homogeneous coordinates form is employed for its brevity and easy programming. In the inverse construction method, continuous heterogeneous curves and surfaces can he obtained by interpolating discrete points and curves with specified material information. Some examples are given to show the effectiveness of the pro- posed methods.展开更多
Learning in the clinical environment is an integral part of nursing education programme. In tertiarybased nursing courses, students spend time learning in the clinical setting as they do in their classroombased studie...Learning in the clinical environment is an integral part of nursing education programme. In tertiarybased nursing courses, students spend time learning in the clinical setting as they do in their classroombased studies. The purpose of this study was to explore teaching skills considered by undergraduate student nurses as effective in the clinical setting as well as qualities that make a clinical teacher effective. A descriptive design was employed using questionnaires to collect data. Respondents comprised year four undergraduate student nurses admitted through direct entry (DE) and university matriculation examination (UME) results. Using validated structured questionnaire, data were collected from 101 students who had completed their six months consolidated clinical experience on their perception of teaching skills and teacher qualities considered effective in the clinical setting. Data were analyzed using both descriptive and inferential statistics. Specifically, frequencies, percentage and standard deviation were used for descriptive analysis of scores while chi square and Mann-Whitney tests were used to test the mean differences in the teaching skills and to test whether there was a significant difference in their perception of teacher behaviours respectively at 0.05 level of significance. The result showed that having both clinical (professional) and teaching knowledge were the most important teaching skills for effective clinical teaching. Five qualities ranked by students as teacher behaviours important for effective teaching include being honest with students, motivation to teach, willingness to listen and using good communication skills, supervising students effectively and being positive role model. These factors could be considered when recruiting future clinical teachers and when planning inservice education programmes for clinical teachers to promote student learning.展开更多
目的探讨线上工作坊模式对内科专业住院医师规范化培训(简称住培)指导医师临床操作技能直接观察评估(direct observation of procedural skills,DOPS)师资培训的应用效果。方法选取2022年11月参加广东省内科专业住培普通师资培训班的45...目的探讨线上工作坊模式对内科专业住院医师规范化培训(简称住培)指导医师临床操作技能直接观察评估(direct observation of procedural skills,DOPS)师资培训的应用效果。方法选取2022年11月参加广东省内科专业住培普通师资培训班的45名指导医师为研究对象,采用线上分组讨论与教学视频评价反馈相结合的线上工作坊模式进行DOPS师资培训,采用问卷自评的方式评价指导医师对DOPS的掌握程度,并通过问卷调查了解培训前后指导医师对线上DOPS的培训需求与满意度。结果培训前仅17.8%的指导医师使用过DOPS量表;指导医师在培训后对DOPS的掌握程度明显高于培训前[(3.71±0.69)分比(2.29±0.87)分,P<0.01];且95.6%及以上的指导医师表示能够理解“DOPS评分项目的均质化制定方法”和“形成性反馈技巧”;100.0%的指导医师表示在今后住培教学中愿意尝试使用DOPS。课程的整体满意度评分为(8.40±1.70)分。结论线上工作坊模式对内科专业住培指导医师DOPS师资培训的短期效果满意,可进一步在住培形成性评价师资培训中推广应用。展开更多
文摘The“burden reduction”policy aims to reduce the workload of primary and secondary school teachers to alleviate their burdens.While it has improved the quality of teachers,implementation challenges still exist.This study utilizes rational choice institutionalism and Ostrom’s institutional analysis and development framework to examine the policy.By considering the preferences of the Ministry of Education,local governments,schools,and teachers,it explores interactions and outcomes,identifies challenges,and provides policy suggestions.
文摘In the field of Second Language Acquisition （SLA）, motivation has played a crucial role for language learning and teaching. Just as motivation is important in SLA, demotivation constitutes an important factor for both students and teachers. In our previous study, investigating 97 teachers for demotivational factors, the teachers felt demotivated to see students＇ lack of interest and bad attitudes, as well as dissatisfaction with curriculum, teaching material and poor facilities. We concluded further investigation was necessary as to how teachers regain motivation and hopefully toward directed motivational current （DMC）, which not only provides a direction for action, but it also energizes action （D6myei et al, 2016）. In our present study, compared to our previous study which was analyzed quantitatively, we have collected qualitative data from some 34 college teachers investigating when they felt demotivated, what they did to cope with it, and how they regained their motivation. Data was collected, analyzed qualitatively, and factors which may lead to DMC was extracted. It is hoped that this study will be beneficial for facilitating better SLA learning and teaching, and also for teacher training.
基金Supported by National Natural Science Foundation of China (No. 60973079)Natural Science Foundation of Hebei Province (No. E2006000039)
文摘The representation method of heterogeneous material information is one of the key technologies of heterogeneous object modeling, but almost all the existing methods cannot represent non-uniform rational B-spline （NURBS） entity. According to the characteristics of NURBS, a novel data structure, named NURBS material data structure, is proposed, in which the geometrical coordinates, weights and material coordinates of NURBS heterogene- ous objects can be represented simultaneously. Based on this data structure, both direct representation method and inverse construction method of heterogeneous NURBS objects are introduced. In the direct representation method, three forms of NURBS heterogeneous objects are introduced by giving the geometry and material information of con- trol points, among which the homogeneous coordinates form is employed for its brevity and easy programming. In the inverse construction method, continuous heterogeneous curves and surfaces can he obtained by interpolating discrete points and curves with specified material information. Some examples are given to show the effectiveness of the pro- posed methods.
文摘Learning in the clinical environment is an integral part of nursing education programme. In tertiarybased nursing courses, students spend time learning in the clinical setting as they do in their classroombased studies. The purpose of this study was to explore teaching skills considered by undergraduate student nurses as effective in the clinical setting as well as qualities that make a clinical teacher effective. A descriptive design was employed using questionnaires to collect data. Respondents comprised year four undergraduate student nurses admitted through direct entry (DE) and university matriculation examination (UME) results. Using validated structured questionnaire, data were collected from 101 students who had completed their six months consolidated clinical experience on their perception of teaching skills and teacher qualities considered effective in the clinical setting. Data were analyzed using both descriptive and inferential statistics. Specifically, frequencies, percentage and standard deviation were used for descriptive analysis of scores while chi square and Mann-Whitney tests were used to test the mean differences in the teaching skills and to test whether there was a significant difference in their perception of teacher behaviours respectively at 0.05 level of significance. The result showed that having both clinical (professional) and teaching knowledge were the most important teaching skills for effective clinical teaching. Five qualities ranked by students as teacher behaviours important for effective teaching include being honest with students, motivation to teach, willingness to listen and using good communication skills, supervising students effectively and being positive role model. These factors could be considered when recruiting future clinical teachers and when planning inservice education programmes for clinical teachers to promote student learning.
文摘目的探讨线上工作坊模式对内科专业住院医师规范化培训(简称住培)指导医师临床操作技能直接观察评估(direct observation of procedural skills,DOPS)师资培训的应用效果。方法选取2022年11月参加广东省内科专业住培普通师资培训班的45名指导医师为研究对象,采用线上分组讨论与教学视频评价反馈相结合的线上工作坊模式进行DOPS师资培训,采用问卷自评的方式评价指导医师对DOPS的掌握程度,并通过问卷调查了解培训前后指导医师对线上DOPS的培训需求与满意度。结果培训前仅17.8%的指导医师使用过DOPS量表;指导医师在培训后对DOPS的掌握程度明显高于培训前[(3.71±0.69)分比(2.29±0.87)分,P<0.01];且95.6%及以上的指导医师表示能够理解“DOPS评分项目的均质化制定方法”和“形成性反馈技巧”;100.0%的指导医师表示在今后住培教学中愿意尝试使用DOPS。课程的整体满意度评分为(8.40±1.70)分。结论线上工作坊模式对内科专业住培指导医师DOPS师资培训的短期效果满意,可进一步在住培形成性评价师资培训中推广应用。
