Exploration of Teaching Development Strategies for Double-Qualified Teachers in University- Affiliated Hospitals Based on Role Conflict Theory

This study draws on the classic theories and research achievements of university teacher development,and from the perspective of role conflict in social psychology,proposes policy recommendations for the development of clinical teachers in medical colleges,including following different stages of teacher development and designing teaching development strategies at different levels;designing the content and form of teaching development activities to meet the temporal and spatial needs of clinical teachers;and building an academic community for clinical teachers to promote the creation of teaching development behaviors.

Exploration on the Path of Practical Teaching in Higher Education Institutions to Fulfil Social Responsibility

Serving the society has become one of the important duties of modern universities.Besides the fundamental functions of talent development and scientific research,higher education institutions should also fulfil their corresponding social responsibilities.Practical teaching plays an important role in realizing social responsibility.It mainly realizes social responsibility indirectly by cultivating high-quality applied talents and promoting scientific research as well as directly by providing scientific and technological services,social welfare,cultural services,etc.In addition,implementing practical teaching to achieve social responsibility also requires strong funding security,organizational security,and policy security.

The Theory and Practice of Multicultural Education for Young Children by Means of Art Teaching Within the Artistic Education Classes

Due to the fast development of the Internet and other modern communication, people now interact easier than ever beyond the national boundaries and live in a global village. In the era of globalization, multicultural education has been important for all people around the world ever since their early childhood. Art is a necessary approach for young children to learn the world and expand their vision. It is also a good path for young children to learn different cultures, to foster respect for them, to enjoy cultures different from themselves, and to improve their skills for interacting with people from other cultural backgrounds. The main purposes of this article are to discuss the reason why art can be a potential approach to learning multi-cultural education and how an art approach can nourish young children＇s multi-cultural equipment. To reach these two purposes, literature review and case study analysis are adopted. There are five sections in this article. The first section introduces the background of this study. The second section explores the relation between art and multi-culture. The third section discusses how to use art in an antibias way and respect different cultures for young children. The fourth section analyzes two cases in order to know how to design curriculum, practice teaching and evaluate the efforts of multicultural education. The finally section is about the conclusion and some suggestions.

The Application of TPR in Primary School English Teaching

作为外语教学法流派中一支，全身动作反应法近年来引起了国内教育研究者和英语教师的关注，并被广泛应用于小学英语教学实践。本文简述其理论背景，典型教学案例，并总结了实行过程中需要注意之处，为发挥其优势，提高教学实践的结论提供了一定新思路。

The Application of TPR method in English Classroom of primary school

This study based on the conclusion demonstrated in Asher＇s studies that display oral practice with actions brings considerable effectiveness. TPR would be an appropriate and effective teaching method that will promote acquisition of comprehensible input in a natural way; it is a good way to learn a second language, not just for children, but also for adults as well. At the same time, it＇s a great helper to the teachers, who can use it in their classes to make the studying environment active and dynamic. Thus it can help teachers solve many problems in English class, help young children learning English, make them found English learning very interesting. They love English class. It＇s a good beginning to learn English in their future.

FIRST LANGUAGE ACQUISITION AS A MODEL FOR SECOND LANGUAGE ACQUISITION: THE TOTAL PHYSICAL RESPONSE APPROACH IN SECOND LANGUAGE LEARNING AND TEACHING

L1 and L2 acquisition, in some respects, are similar. Language development in children goes hand in hand with physical and cognitive development. Children learn their first language by imitation, but not always and not only by imitation. There seems to be some "innate capacities" that make children start to speak at the same time they do and in the way they do it. Adults learning a second language usually are controlled more by their motivation. But language input is important for both L1 and L2 acquisition. Though there are differences between CL1 and between CL2 and AL2, the way in which these learners acquire some of the grammatical morphemes is similar. This, together with some other evidence, shows that it is not only children who can acquire language. Adults can also acquire a language. But when adults acquire a language, they should also learn it. Some of the ways in which children acquire their language can be used as a model for L2 acquisition, even for Chinese students whose language is unrelated to English and whose culture is different. Learning the culture of the English-speaking countries will benefit the learning of the language. Like children, listening should also be well in advance of speaking in L2 acquisition. To train listening comprehension skills, Asher’s TPR approach proves more effective. TPR approach is at the moment limited to the beginning stage only. In order for students to gain all the five skills in a second language learning, namely, listening, speaking, reading, writing, and interpreting/translating, other methods should be used at the same time, or at later stages.

The Language-Culture Connection Principlein Foreign Language Teaching

Language is closely related to culture. Whenever you teach a language, you also teach a complex system of culture. Additionally, cultural knowledge facilitates language learning. The Language-Culture Connection principle is about the complex interconnection of language and culture. This research paper focuses on the reasons why it is important to understand something about the culture to learn a language, and on ways to help students learn the culture of the language they are learning.

Culturally Responsive Teaching:Understanding and Embracing Cultural Diversity in the Chinese Classroom

Schools and society have become more diverse.Culturally responsive teaching as an effective teaching method has been applied in different school subject areas.This article introduces the concept of culturally responsive teaching and discusses its implementation in the Chinese classroom.This article addresses the establishment of an inclusive,safe,and academically rigorous learning environment,diversification of curriculum content knowledge and instructional strategies,and incorporation of culturally responsive assessment.Culturally responsive teaching in the Chinese classroom provides an opportunity for teachers not only to develop students'language skills and cultural understanding,but also to cultivate students'attitudes and dispositions toward diversity for their attainment of effective intercultural communication.

Using TPR in Primary School English Teaching

A good method is easy to motivate the pupils' interest in learning. Total Physical Response(TPR), as a new language teaching method, is an effective way of English teaching. TPR can help and encourage learners to sustain their interest and attract their attention. TPR also can help the teacher to create contexts in which the language is useful and meaningful.

ESG责任履行对企业风险的影响研究

ESG责任履行是“双碳”目标框架的应有之义,更是企业防范化解金融风险、绿色发展提质增效的必由之路。基于2009—2020年中国A股上市公司样本,构建双重固定模型实证检验了ESG责任履行对企业风险的影响。研究发现:ESG责任履行和企业风险之间存在显著的U形关系,其中该U形关系在社会责任和公司治理维度、非国际“四大”会计师事务所审计的企业和处在成熟期和衰退期的企业中更加显著。进一步研究发现:融资约束和代理冲突在ESG责任履行和企业风险的U形关系中发挥传导作用;同时,分析师关注度和机构投资者持股比例可以负向调节ESG责任履行与企业风险二者之间的U形关系;而ESG评级不确定性和“漂绿”策略会抑制ESG责任履行的风险防治作用。据此,应构建并完善与我国国情相适应的ESG信息披露制度,引导企业适度履行ESG责任,在ESG转型过程中注重内部监管和风险管控,助力经济绿色转型深入推进。

关于实验动物福利伦理实践中主体责任的思考

在实验动物福利伦理实践中,3R原则是其核心内容。作为这一实践活动主体的实验动物工作者在其中发挥主导作用,应承担起相应的主体责任。本文从主体责任的提出、贯彻福利原则的需要、福利伦理技术方法的需要、开发福利新产品的需要、福利伦理相关政策执行的需要以及设立实验动物纪念日和纪念碑以体现主体责任等几个方面阐述了主体责任在实验动物福利伦理实践中的作用、实现途径和意义。

Miller金字塔教学法对提高麻醉护士应急能力的效果评价

目的 探究Miller金字塔教学法对麻醉护士应急能力的影响。方法 选取2022年4月至2023年4月在南昌大学第二附属医院的60名麻醉护士为研究对象,将在2022年4-9月间接受传统教学法的护士作为对照组(n=30),将在2022年10月至2023年4月间接受Miller金字塔教学法的护士作为观察组(n=30)。教学结束后,采用自制的理论知识卷及操作技能评分表、中文版评判性思维能力测量表(CTDI-CV)、应急能力量表、教学质量评价表对2种教学方法进行效果评价。结果 接受教学后,观察组护士专业理论知识及操作技能考核成绩、教学质量满意度均高于对照组(P<0.05)。两组护士CTDICV评分、应急能力评分均升高,且观察组护士较对照组得分更高(P<0.05)。结论 Miller金字塔教学法可培养麻醉科护士的评判性思维,提高其专业能力、应急能力及教学质量满意度,其教学效果优于传统教学法。

工作−家庭冲突与中小学教师工作繁荣的关系:基于多项式回归与响应面分析的探索

使用问卷法对2876名中小学教师进行调查,探讨工作−家庭冲突的双向对比情况与中小学教师工作繁荣的关系,以及心理资本在二者关系中的作用机制。结果发现:(1)当工作干扰家庭与家庭干扰工作水平一致时,与“低−低”干扰相比,“高−高”干扰的教师具有更低的工作繁荣水平和心理资本水平;(2)当工作干扰家庭与家庭干扰工作水平不一致时,与“高−低”干扰相比,“低−高”干扰的教师具有更低的工作繁荣水平和心理资本水平;(3)教师的心理资本在其工作−家庭冲突与工作繁荣的关系之间起部分中介作用。

乡村教师使用数字化教学资源的责任伦理及风险应对

教育数字化转型进程里,确保乡村教师坚守数字与信息责任伦理,已成为合理运用数字资源提升高质量教学的职业操守。当乡村教师在使用数字化教学资源中失去责任伦理的规约与限制,易造成数字化信息茧房行为蔓延,致使数字化教学资源偏离乡土教情,损害数字化教学资源应用可信生态链。为提升乡村教师合理开发使用数字化教学资源,需要明确数字责任伦理的特定取旨,从强化主体责任伦理意识、紧扣乡村教学实际、恪守求真务实底线向度,纾解“信息茧房”行为泛化隐忧,提升“数实融合”尽责能力水平,夯实“可信尚善”责任行为规范。

感知父母婚姻冲突、亲子关系与青少年心理危机的关系:认知灵活性的中介作用

本研究采用多项式回归和响应面分析技术综合考察感知父母婚姻冲突、亲子关系与青少年心理危机的关系,及认知灵活性在其间的中介作用。结果显示:(1)感知父母婚姻冲突和亲子关系的综合作用可以显著预测青少年的抑郁和非自杀性自伤行为。(2)当感知父母婚姻冲突和亲子关系一致时,相较低亲子关系−高感知父母婚姻冲突,高亲子关系−低感知父母婚姻冲突的个体具有更高的认知灵活性,进而降低了抑郁和非自杀性自伤行为的发生风险。(3)当感知父母婚姻冲突和亲子关系不一致时,相较低亲子关系−低感知父母婚姻冲突,高亲子关系−高感知父母婚姻冲突的个体具有更低的认知灵活性,从而增加了抑郁和非自杀性自伤行为的发生风险。

中学教师工作-家庭冲突对其教学效能感的影响:道德情感的中介作用

为了探讨中学教师道德情感在工作-家庭冲突对教学效能感影响过程中的作用机制,采用工作-家庭冲突量表、教学效能感量表和教师道德情感量表并以方便抽样方式选取537名中学教师实施问卷调查。结果显示:中学教师工作-家庭冲突能显著负向预测教学效能感和道德情感,中学教师道德情感能显著正向预测教学效能感;中学教师工作-家庭冲突不仅可以直接影响教学效能感,而且可以通过道德情感的中介作用间接影响教学效能感。因此,建议通过帮助中学教师树立家庭与工作边界意识,缓解中学教师心理压力,培育积极情绪及加强教师职业素养教育等途径,改善中学教师工作-家庭冲突导致的负面影响,提升其道德情感水平,从而增强其教学效能感。

基于Go/No-Go范式的多任务操作实验评估军校学员的反应抑制能力

目的探索军校学员在多任务操作情境中的反应抑制能力特点。方法选择127名军校学员作为被试,采用Go/No-Go范式进行测试,通过重复测量方差分析和分布检验等方法探索模拟驾驶任务的干扰对被试Go/No-Go测试表现的影响。结果对127名被试的测试结果显示,在击中率和虚报率上存在干扰任务和Go试次比例的交互作用,即在没有干扰任务时60%试次比例与40%试次比例条件下被试的击中率和虚报率差异无统计学意义(均P>0.05),而在有干扰任务时60%试次比例条件下被试的击中率和虚报率大于40%试次比例条件(均P<0.01)。在击中率、虚报率和辨别力指标d’上干扰任务的主效应显著(均P<0.01),即干扰任务降低了被试的击中率和辨别力、增大了虚报率。不同被试在有无干扰任务时辨别力的变化不同,根据无干扰任务与有干扰任务时辨别力指标d’的差值的平均数加减1个标准差,可将被试分为易受干扰组23人(18.11%)、不易受干扰组20人(15.75%)和中间组84人(66.14%)。结论干扰任务增加了军校学员在多任务操作时的心理负荷,降低了其反应抑制能力,且军校学员的反应抑制能力存在个体差异。

责任制带教在妇产科护理教学中的应用效果

目的探讨责任制带教在妇产科护理教学中的应用效果。方法选取潍坊医学院附属医院40名护理学生为研究对象,研究时间为2022年5月至2023年5月,根据随机数字表法分为两组,对照组(20名)开展常规带教模式,观察组(20名)在此基础上开展责任制带教,比较两组的带教效果评分及学生考核成绩和满意度。结果观察组时间分配合理、操作技能掌握、查阅资料、团队协作、知识广度及深度评分高于对照组(P<0.05);与对照组比较,观察组基础理论知识、临床实践操作成绩更高(P<0.05);与对照组比较,观察组总满意率更高(P<0.05)。结论责任制带教在妇产科护理教学中的应用效果较好,可以提高学生学习能力与实践能力,强化自身理论知识水平,掌握知识内容,达到预期的教学目标,学生满意度较高,具有较高的临床应用价值。

责任关怀视域下高职化工类专业教学模式改革研究

责任关怀教育在高职化工专业类学生成长为高素质复合型化工人才过程中至关重要,但目前责任关怀理念渗入高职化工类专业教学不足,直接影响化工人才培养。探讨了当前高职化工类专业在责任关怀教学上所面临的问题,并从顶层设计责任关怀教学内容、校企合作实施责任关怀协同育人、搭建四重平台拓宽责任关怀教育路径和构建责任关怀理念下的评价体系等四个方面阐述了责任关怀视域下化工类专业教学模式的构建。

他们为什么会沉默?——线上线下混合式教学中的沉默现象研究

高质量的课程教学需要充分发挥学生的主体功能,促进学生的深度学习。学生在课程教学中的沉默现象严重影响了教学效果。尽管已有关于课堂沉默的相关研究,但对线上线下混合式教学情境中的沉默现象缺乏充分探讨。针对混合式教学中双线教学、学生互动合作过程中的推诿沉默行为,从“责任分散效应”视角,尝试探究混合式教学课堂中沉默的问题。结果显示,学生以自我效益与自我防御为核心,在混合式课堂中采取隐匿、从众、依赖、惰化的责任分散行为,进而致使沉默。若要规避因责任分散导致的沉默,需以“责任凝聚”为中心,强化学生责任意识,完善评价体系,营造积极包容的课堂氛围。