A Deep Learning-Based Teaching Design for High School Geography Units:Taking the Example of Landforms of the Humanistic Education Edition

The traditional teaching methods of one-way cultivation of students can no longer meet the requirements of talent cultivation at this stage.The issue of how to promote students from passive acceptance to the independent cognitive understanding stage(i.e.deep learning)has become the focus of geography teaching.Therefore,under the guidance of deep learning theory,this paper takes the“landforms”knowledge unit of the Humanistic Education Edition as an example,improves the classroom teaching means through the unit teaching mode,reconstructs the“landforms”teaching unit,and explores the specific teaching of high school geography unit based on deep learning.This study provides a good example and guidelines for high school geography teaching and learning.

The Student-Centered and Topic-Based Approach in College English Teaching

The Natural Approach has got through the debates and is proved to be helpful in foreign language teaching.Based on this,the student-centered & topic-based approach is proved to be an appropriate way in college English teaching.This paper is devoted to justifying the effectiveness of this approach in the college English classroom,and providing an organization of a typical college English class.

Topic-based Teaching Strategy in Cultivating Labor Values

The ideological and political curriculum in high schools as a fundamental course for the implementation of moral education plays an important role in cultivating students' labor values.However,the traditional and indoctrination teaching methods used by some teachers are not suitable to cultivate these values.This article proposes a new teaching method in high schools,ideological and political lessons to cultivate students' labor values in four aspects which are students' knowledge,feeling,meaning,and action.By setting topics to emphasize on labor values,circulating and discussing these topics to cultivate labor emotions,promote thinking for firm labor faith,and promote action in the practice of labor behaviors to cultivate students'labor values,improve their rational cognition and emotional identification of Marxist labor values,as well as internalize labor values in their minds and externalizing them in practice.

Comparing the demographic data and outcomes of septic shock patients presenting to teaching or non-teaching metropolitan hospitals in the United States

BACKGROUND:Studies looking at the effect of hospital teaching status on septic shock related in-hospital mortality are lacking.The aim of this study was to examine the effect of hospital teaching status on mortality in septic shock patients in the United States.METHODS:This was a retrospective observational study,using the Nationwide Emergency Department Sample Database(released in 2018).All patients with septic shock were included.Complex sample logistic regression was performed to assess the impact of hospital teaching status on patient mortality.RESULTS:A total of 388,552 septic shock patients were included in the study.The average age was 66.93 years and 51.7%were males.Most of the patients presented to metropolitan teaching hospitals(68.2%)and 31.8%presented to metropolitan non-teaching hospitals.Septic shock patients presenting to teaching hospitals were found to have a higher percentage of medical comorbidities,were more likely to be intubated and placed on mechanical ventilation(50.5%vs.46.9%)and had a longer average length of hospital stay(12.47 d vs.10.20 d).Septic shock patients presenting to teaching hospitals had greater odds of in-hospital mortality compared to those presenting to metropolitan non-teaching hospitals(adjusted odd ratio[OR]=1.295,95%confidence interval[CI]:1.256-1.335).CONCLUSION:Septic shock patients presenting to metropolitan teaching hospitals had significantly higher risks of mortality than those presenting to metropolitan non-teaching hospitals.They also had higher rates of intubation and mechanical ventilation as well as longer lengths of hospital stay than those in non-teaching hospitals.

Application of Flipped Classroom Combined with PBL Teaching Method in the Teaching of Respiratory Intensive Care Unit Nursing

Objective:The aim is to investigate the application effect of flipped classroom combined with problem-based learning(PBL)teaching method in the teaching of respiratory intensive care unit nursing.Methods:100 fresh nursing students who were interned in the respiratory intensive care unit of our hospital from June 2020 to May 2022 were selected and randomly divided into 50 students in the control group and 50 students in the experimental group.The students in the control group were taught by PBL teaching method,and the students in the experimental group were taught by flipped classroom combined with PBL teaching method.After the completion of the teaching,the teachers combined the performance of the two groups of students,and scored them comprehensively in terms of their professional theoretical knowledge,clinical operation skills,independent learning ability,and teamwork ability,and carried out a survey of the experimental group’s students in terms of their satisfaction with the understanding of theoretical knowledge,clinical operation,independent learning ability,teamwork ability,and other dimensions.Results:There was no statistical significance in the specialized theoretical knowledge scores of the two groups of students(P>0.05).The scores of clinical operation,independent learning ability,and teamwork ability of the two groups of students were statistically significant(P<0.05),and all the scores of the students in the experimental group were higher than that of the control group.More than 90%of the students believed that the flipped classroom combined with PBL teaching method could assist in the comprehension of theoretical knowledge,improve the clinical operation skills,enhance the ability of independent learning and teamwork;there were 92%of the students supported the use of flipped classroom combined with PBL teaching in respiratory intensive care unit nursing teaching.Conclusion:In the teaching of respiratory intensive care unit nursing,the use of flipped classroom combined with PBL teaching method can improve the learning effect of students,and has certain value in teaching.

Delirium Severity and Correlates among Medical Inpatients Admitted through Accident and Emergency Unit of Jos University Teaching Hospital

Background: Delirium is one of the most common medical emergencies and is associated with poor outcomes including: mortality, prolonged length of stay and poor functional outcome. The more severe delirium is the worst the clinical outcomes of medical illness. Despite the obvious, not much has been documented on delirium severity and its associated factors among medical inpatients in low income countries including Nigeria. Objectives: This study was conducted to examine the severity of delirium among medical inpatients admitted through the Accident and Emergency unit of Jos University Teaching Hospital as well as to assess its associated Sociodemographic and Clinical characteristics. Method: This was a cross-sectional study that employed a consecutive sampling technique to select 290 eligible subjects from medical inpatients that presented to Accident and Emergency unit of Jos University Teaching Hospital. On admission, patients were assessed for delirium using Confusion Assessment Method and severity of delirium was evaluated using Delirium Rating Scale-Revised-98. Results: Of the 105 delirious medical inpatients, 48 (45.7%) had severe delirium, 41 (39.1%) developed less severe delirium while 16 (15.2) presented with no severe delirium. Sociodemographic characteristics found to be significantly associated with less to more severe delirium include male gender (P = 0.001), nonprofessionals (P = 0.003), income range of N20,000 - N49,000 (P Conclusion: This study demonstrates that delirium is often associated with higher severity in Accident and Emergency unit admission and there are strongly associated clinical characteristics to watch out for in high risk medical inpatients.

A Study of Chinese Students in the United States and Its Implication for English Teaching in China

Language acquisition is a system with four components： language development, academic development, cognitive development and sociocultural development. Based on this theory, Chinese students in the United States are studied from three perspectives： linguistically, culturally, and social psychologically. It indicated that, to help Chinese students develop their English performance and cultural appreciation in this diverse world, the profession of English teaching in China should cover a variety of domains, including linguistic, cultural and psychological input. Both American and Chinese education can benefit from this special group of Chinese students if they can be better understood, and used as a bridge between China and U. S. cultural and academic exchange. In the meantime, the mirror held up to the Chinese students in these perspectives reflects not only who they are but also who they can become.

COMMENTS ON NEW COLLEGE ENGLISH AND THE LEARNER-CENTERED TOPIC-BASED TEACHING

Based on a brief discussion of some basic criteria of textbook evaluation and from user's point of view, the paper makes objective comments on New College English and 'the learner-centered, topic-based teaching approach' with the hope to exchange ideas and to make better use of the textbook

大概念统摄下体育与健康课程大单元教学的内涵价值、现存问题及纾解路径

大概念统摄下体育与健康课程大单元教学是指以体育与健康学科大概念为单元统摄中心,以“学、练、赛、评”为单元组织核心,实现学生体育与健康学科知识与技能的深度习练与高通路迁移,旨在提升学生解决真实、复杂运动情境问题的能力及体育与健康课程核心素养的单元学习活动。基于新挑战、新任务、新需求,大概念统摄下体育与健康课程大单元教学有利于帮助学生掌握结构化的体育与健康学科知识与技能,并促成体育与健康学科知识与技能的高通路迁移及跨学科融合。针对体育与健康课程大单元教学实践中概念层次刻画不清、概念凝练过于精细、概念地图绘制不全、概念反馈环节不足等问题,应从厘清大概念、提取大概念、落实大概念、检验大概念等环节着手,把握好单元学习目标的关联性与进阶性,处理好单元学习任务的概括性与具体性,整合好单元学习内容的结构化与整体性,确保好单元学习评价的及时性与连续性。

科学思维的水平划分及单元教学模式下的应用策略

科学思维是生物学学科核心素养不可缺少的组成要素,其思维水平的划分可作为一线教师的参考量表。本文从知识类型、科学思维方法和问题情境三个维度构建了初中生物学科学思维水平的量表。并与新课程教学中倡导的单元教学模式相结合,提出了在教学设计和学生评价方面的应用策略,以促进学生的科学思维发展。

全视角学习理论视域下单元教学实践探索——以呼伦贝尔“群落及其演替”大单元教学为例

根据全视角学习理论,从“动机”“内容”和“互动”三个维度进行教学设计框架的搭建,以呼伦贝尔“群落及其演替”大单元教学为例,帮助学生构建“生物学大概念”,加深学生对国家“生态文明”政策制定的理解,实现课程思政与教学内容的融合,匹配单元教学目标与多维度的评价体系,培养学生终身可持续的“学习能力”。

智慧教育环境下五年级篮球大单元精准化教学研究

随着科技的不断进步和教育理念的更新,智慧教育在提升教学质量、推动个性化学习与优化教学管理等方面发挥着至关重要的作用。以五年级篮球教学为例,在智慧教育环境下,通过分析技术动作的构成,建立相对完善的大单元教学体系。在教学过程中,充分利用多媒体教学资源、数据分析辅助教学、在线互动学习环境以及个性化辅导等多种手段,着重把体育核心素养的培养转化为实际行动,旨在提高学生的运动能力、培养学生的健康行为并塑造其体育品德。教学实施流程包括课前以学定教、课中精准施教以及课后有效追踪三个关键阶段,同时运用信息技术工具优化教学策略,以达到提高教学效果、促进学生全面发展的目的。

地方特色文化内容融入中学化学大单元教学——以南疆地区文化为例

分析地方特色文化内容融入化学教学的优势,整理南疆地区文化涉及的化学知识。以南疆地区的地方特色文化内容基础,探究将地方特色内容融入中学大单元教学的模式。以哈萨克族服饰和石榴酒为例,通过化学视角看待地方特色文化内容。根据石榴酒中的化学知识进行教学设计,为促进地方特色内容更好融入化学教学提供参考,并进一步培养学生核心素养。

大概念视域下高中化学项目式学习单元教学设计--以“葡萄酒中含硫物质的转化”为例

在大概念统摄下,基于真实情境发现并解决问题是认识元素化合物性质及转化的重要方法,也是落实学科核心素养的重要途径。教师通过抽取大概念,基于情境设计驱动问题,完成对“硫的转化”这一主题单元的规划。将教学内容结构化,开展以学生探究为主的小组实验,运用“价—类”二维图模型认识“葡萄酒中含硫物质的转化”,培养学生的创新精神和实践能力。学生在参与讨论“食品安全”“酸雨”等社会性议题过程中,认识到合理利用资源和保护环境的重要性,培养了社会责任感和绿色化学观。

Cost Effective Operating Strategy for Unit Commitment and Economic Dispatch of Thermal Power Plants with Cubic Cost Functions Using TLBO Algorithm

This paper deals with a Unit Commitment (UC) problem of a power plant aimed to find the optimal scheduling of the generating units involving cubic cost functions. The problem has non convex generator characteristics, which makes it very hard to handle the corresponding mathematical models. However, Teaching Learning Based Optimization (TLBO) has reached a high efficiency, in terms of solution accuracy and computing time for such non convex problems. Hence, TLBO is applied for scheduling of generators with higher order cost characteristics, and turns out to be computationally solvable. In particular, we represent a model that takes into account the accurate higher order generator cost functions along with ramp limits, and turns to be more general and efficient than those available in the literature. The behavior of the model is analyzed through proposed technique on modified IEEE-24 bus system.

基于大观念的小学英语单元整体教学设计与实施——以人教版PEP四下Unit 6为例

指向大观念形成的单元整体教学设计基于课程标准,围绕单元主题,提炼语篇背后深层育人价值,对单元内各板块存在的隐性关联深度剖析,实现零散内容结构化、教学设计整合化、教学任务情景化以及语言结构可迁移化,能够促进学生语言能力、思维品质、文化意识、学习能力等多方面素养融合发展。

从学习进阶到内容重构:基于情境链的体育与健康课程大单元的内部构建

情境链是体育与健康课程大单元教学内容重构的重要支撑,能有效解决中小学体育教学实践中的教学内容低级重复、情境创设连贯性较弱和延展性不够等问题。基于情境链的体育与健康课程大单元教学重视链式整合的课程样态,依托递进的情境进行专项运动技能的有效学练,通过情境链串联目标、任务、内容等课程元素,整体规划体育与健康课程大单元的学习路径。情境认知理论、境脉学习理论与学习进阶理论为情境链的深入理解提供了理论基石与实操框架。结合三大理论的基本要素探讨基于情境链的体育与健康课程大单元的构建流程,聚焦核心素养的整体性,通过水平二“篮球保护和控制球能力的提升”大单元主题案例,从“精准分析学情,确立大单元学习目标”“提取关键概念,规划大单元学习路径”“串联进阶元素,重构大单元学习内容”“基于真实情境,评价学生的学习表现”展现完整的情境链研究。

大单元视阈下体育与健康教学模式的经验汲取与应用策略

核心素养导向的体育与健康大单元教学亟需从专家的理念引领转化为教师的课堂实践。体育与健康大单元教学组织形式与教学模式均顺应教学专业化的要求,试图找寻能够指导基层课堂教学的规律、原理,教学模式着眼于结构程序与操作框架,教学组织形式立足于作用机制与环境特征。围绕体育与健康大单元教学的关键内核:多课时的教学单位是大单元教学整体规划的载体;结构化的教学设计是大单元教学内容整合的抓手;运动项目完整的体验与理解是大单元教学情境设计的依据,研究汲取了运动教育模式、领会教学模式、个人与社会责任教学模式等的教学组织经验,提出大单元视阈下体育与健康教学模式的应用策略:基于学习体验、任务拆解规划教学单元;围绕学习主题、概念原理整合教学内容;依循认知规律、活动架构创设学习情境。

学习中心视角下的大单元教学设计

大单元作为学习单位的本质规定,意味着大单元教学的重心不是教授内容而是组织和引导学习,也决定了其教学设计必须以学习为中心。学习中心视角下,大单元教学设计在任务设定、内容生成和时间安排方面分别遵循依学施教、因学而成和以学定时的理念。其内在逻辑表现为,以大观念为内核生成大单元,以大任务为起点驱动大单元,以大活动为过程展开大单元。大单元教学要在素养目标与现实材料的双向比对中提取大观念,在理论学习与经验学习的双层考量中构建大任务,在素养针对性与学科典型性的双重观照中设计大活动。其过程设计可按进阶式学习、平行式学习、迭代式学习等模式展开。

新目标英语七年级(下)Unit 1知识要点归纳

一、重点词汇guitar n.吉他dance v.跳舞swim v.游泳sing v.唱歌chess n.国际象棋speak v.说（某种语言）;说话piano n.钢琴drum n.鼓violin n.小提琴musician n.音乐家talk v.谈话show n.演出;表演draw v.画people n.人;人们home n.家;活动本部adv.到家;在家make n.使成为;制造today adv.在今天center n.中央;中心weekend n.周末teach v.