风险预判性思维管理在新生儿肺炎患儿护理中的应用效果研究

目的探讨风险预判性思维管理在新生儿肺炎患儿护理中的应用效果。方法采用方便抽样法,选取本院2020年9月—2022年9月收治的96例新生儿肺炎患儿为研究对象。使用随机数字表法将其分为对照组(收入A病区)与观察组(收入B病区),每组各48例。对照组实施常规护理管理,观察组在此基础上实施风险预判性思维管理。观察两组患儿的各项症状消失时间,比较两组患儿家属满意度。结果观察组患儿的各项症状消失时间均显著短于对照组患儿(P<0.05);观察组患儿家属满意度显著高于对照组患儿家属,差异有统计学意义(P<0.05)。结论对新生儿肺炎患儿实施风险预判性思维管理,能够明显缩短患儿症状消失时间,促进患儿康复,提高患儿家属满意度。

小学科学培养批判性思维的优化策略研究

批判性思维是学生发展核心素养中的重要内容。本文通过分析科学课堂中的批判性思维培养存在的问题,从“建立开放、平等的课堂氛围、搭建引发质疑的支架着力点、培养学生证据意识”,三种策略对培养学生批判性思维进行实践研究。让学生在教师的循循善诱中逐渐养成善于批判的习惯,鼓励学生主动思考,实现知识的内化掌握,带动学生的思维和能力得到持续提升。

临床医学专业实习学生评判性思维能力及影响因素的研究

探究临床医学专业实习学生评判性思维能力及影响因素。方法 选取本院2021年1月-2022年11月60名医学实习生为研究对象,对其进行问卷调查,观察其评判性思维能力,同时对影响学生评判性思维能力影响因素进行分析。结果 寻求真相,开放思想,分析能力,系统化能力,评判性思维自信心,求知欲,认知成熟度平均分分别为(42.54±3.45)分、(42.54±3.45)分、(40.25±3.12)分、(47.58±2.85)分、(49.22±2.81)分、(50.12±2.03)分、(49.63±2.86)分,总分(325.99±19.56)分;通过研究发现,影响临床医学实习生评判性思维能力与性别、年龄、志愿填报自愿性无关,与否经过循证医学培训、学历(专科、本科)、家庭收入有关(P0.05)。结论 临床医学专业实习学生在评判性思维能力等方面具有正性特点,评判性思维能力培养过程中和学生性别,年龄相关性不大,但是与学生循证医学培训以及学生学历具有一定关联,因此在针对临床医学专业学生教学过程中,需要结合学生实际情况为学生进行指导,以此提高实习学生的专业素质能力。

PBL教学法与医学生批判性思维能力的培养

20世纪90年代初,循证医学的兴起,明确了培养医学生的批判性思维应该是医学教育的目标之一。1999年,美国中华医学基金会国际医学教育委员会制定和颁布了《全球医学教育最基本要求》(Global Minimum Essential Requirements in Medical Education);规定批判性思维是医学生应当具备的基本能力[1]。批判性思维译自英文Critical Thinking(简称CT),其定义可以简单地概括为“为决定信什么或做什么而进行的合理的、反省的思维”。在医学科学领域,由于医学问题的复杂性及不确定性,决定了对医学生批判性思维的培养尤为重要。

A comparative study of how Chinese ESL students and American students work on the same writing assignment that involves critical thinking

The paper compares and contrasts how Chinese ESL students and American students work on a same descriptive English writing assignment that requires critical thinking. The purpose of this paper is to investigate the similarity and difference between English composition teaching in China and English composition teaching in America in regarding to incorporating critical thinking, as reflected in the use of this assignment. The study uses descriptive analysis of student writings as well as quantitative analysis of questionnaires, student grades given both from the author and several other researchers who are invited to participate in the study. The cognitive abilities in critical thinking basically consist of logical thinking, dialectical thinking, and creative thinking abilities. The study reveals that Chinese students＇ works generally flow well and they use a language that is coherent and clear. However, the study also reveals that Chinese students have difficulties in implementing critical thinking at English composition learning, and the difficulties lie in creative and dialectical thinking. To cultivate critical thinking, we need to employ affective strategies, meta-cognitive strategies-macro-abilities, and cognitive strategies-micro-abilities. The paper concludes by giving concrete examples in the area of cognitive strategies-micro-abilities in order to cultivate critical thinking.

Undergraduate nursing education in the United States

Nursing education in the United States began in the 1870s with hospital training schools modeled after the Nightingale plan. Presently there are three educational paths that students may take to become a registered nurse （RN）. These are the baccalaureate degree （BS）, the associate degree （AD） and the diploma. Accelerated nursing programs are also available for people who have a baccalaureate degree in another field. Nursing education and nursing practice in the United States is regulated by each of the 50 states. The focus of nursing education is the preparation of nurses who use critical thinking skills to provide comprehensive patient-centered care to a variety of clients. It is expected that nurses will function using evidence-based practice in a culturally competent, safe manner. Nursing schools must be approved by the state in which they exist. In addition to this, most nursing schools are also accredited, a voluntary process that is done by a non-governmental association. All graduates take the same licensing exam, a computer adaptive test that is from 75 to 265 items long educated graduates were first time test takers; 85.5% passed the exam. Trends in nursing education In 2008 almost 120,000 US include a focus on evidence based practice, an emphasis on safety and quality, patient education and management of chronic conditions, genetics and genomics and the use of simulation in nursing education

From Critical Thinking to Artful Communication： Inspirations from Dewey＇s Theory of Communication

The idea of Philosophy for Children （P4C） initiated by Matthew Lipman aims to foster critical and creative thinking in children through the pedagogy of a community of inquiry. In his formulation of P4C, Lipman emphasizes the role of logical reasoning in thinking and assumes a mutually reinforcing relationship between critical and creative thinking. In this paper, I present an example of a real classroom dialogue which illustrates the inherent tension between logical and creative thinking, as well as the need to go beyond critical thinking. I then proceed to argue for the importance of communication in creating and sustaining a genuine community of inquiry. In conclusion, I suggest that John Dewey＇s view of communication as essentially transformative, aesthetic, educative, and moral can be made the basis for envisioning an alternative focus of P4C--namely, the ideal of artful communication, which has far-reaching implications for realizing the democratic idea of ＂community＂ in a community of inquiry.

The Application of Pragmatic Presupposition in Developing Critical Thinking of Writing

This study aims to explore whether developing critical thinking ability from the perspective of pragmatic presupposition can help non-English majors improve their writing achievements.This empirical study employs tests as the instruments.126 non-English majors from a key university of Shandong Province participate in the study.The results of the Ennis-Weir Critical Thinking Essay Test indicate that most subjects(95%)have inadequate or limited critical thinking ability,which leads to digression,repetitive and lengthy description,and unconvincing arguments,as well as illogical or incoherent structures in writing.After a ten-week teaching instruction from the perspective of pragmatic presupposition,students in experimental group improve their writing achievements,indicating that the instruction of critical thinking ability from the perspective of pragmatic presupposition may have certain effects on their writing performance.The study will promote the application of pragmatic presupposition to writing teaching and offer some implications for the teaching of English writing.

Effectiveness of Computer Assisted Problem based Learning in Chemistry for Enhancing Thinking Skills among Secondary School Students

Experiencing problems that challenges science and the thought, habits of mind and actions associated with trying to solve them is one of the best ways of learning Chemistry. This impels opportunities for authentic, inquiry based learning. PBL （problem based learning） is a student centered pedagogy in which students learn about a subject through the experience of problem solving. The goals of PBL are to help the students develop flexible knowledge, effective problem solving skills, self-directed learning, effective collaborative skills and intrinsic motivation. CAPBL （computer assisted problem based learning） has been created to expand the boundaries of the creativity and the creativity of students beyond the four walls of the classroom. In the present study the investigator tested the effectiveness of the CAPBL material in Chemistry for enhancing thinking skills among secondary school students. The sample consisted of 100 secondary school students. The study revealed that the CAPBL material in Chemistry is effective in enhancing thinking skills such as critical thinking, creativity and problem solving.

From Grammar to Critical Thinking in Seven Steps at 2013 KOTESOL DCC Symposium

＂From Grammar to Critical Woosong University, 2013 Thinking in Seven The purpose of the Steps＂ was presented at the 2013 KOTESOL DCC Symposium, project was to accelerate the learning curve of students with a higher than average IQ （intelligence quotient）, but functionally low in English. The students were required to write an essay, in the last hour of a four hour class. The students were challenged to fix sentences, write the reason they chose, and speak their answer. To determine if this was a one book idea, another test was tried with regular students, using an off the shelf grammar book. Using the same step by step process, the ability of students to make a story from a standard grammar book, was accomplished in a 90-minute class. Students enjoyed the activity and were able to use previously learned ideas in their sequencing and logical choices. This in turn strengthened the writing process, which was the goal. After four sessions, students in the initial trial class achieved better writing and story development skills. The second group did not continue the process due to class and schedule changes. Their understanding of the process was enlarged, but not tested

Recommendations for Using Wiki in Online Group Projects in Engineering Education

Although Web 2.0 tools like blogs and wikis have been used for supporting collaborative learning in higher education, there are not many reports about implementation of that resource on engineering in Brazil. In this way, the main purpose of this research is to use a wiki platform for online activities and evaluate how students collaborate with each other in online tasks. It was investigated how collaboration can be measured on wiki platform During four-week online activities, 40 students of Civil Engineering course were monitored on Wikispaces~ platform. All students＇ actions were analyzed and classified as low, medium, or high level of collaboration. The data were collected through the statistical reports of Wikispaces~ and Google Analytics platforms. It computed 336 students＇ actions： 16.67% as high level, 45.24% as medium, and 38.10% as low. During informal interview, most of students （70%） related that wiki was a nice tool for collaboration work. The results indicated that wiki platform is an important way to develop innovative activities and tasks for the purpose of improving engineers＇ abilities and skills such as： writing communication, organization, collaboration, and critical thinking development.

Consumer Citizenship Education for Sustainable Development in Higher Education in Latvia

Higher education and science determine the intellectual potential of a society, train new specialists, and consolidate and change citizenship values. Consumer citizenship education for sustainable development is an important function of higher education with a significant moral, social, political, economic, ecological and legal capacity. Consumer citizenship education plays an important role in ensuring the stability and sustainable development of any society. These approaches make it possible to develop the multi-scale thinking of future specialists and enhance their ability to analyse critically the main dilemmas created by the processes of social, legal, environmental, and economic development. The article is devoted to the experience of the Latvian system of higher education in consumer citizenship education within the context of sustainable development. It focuses more specifically on cooperation as a form of voluntary interaction between the partners involved in ensuring sustainable development. The aim of the research is to analyse the experience of consumer citizenship education in Latvian higher education within the context of sustainable development emphasizing the role of various forms of studies. Mostly theoretical research methods have been used in the present study. The starting point of for this research is a theoretical framework. There are both legal underpinnings and practical implementation aspects in this task. The features outlined above are emphasized in the normative acts referring to the Latvian higher education, the documents of the institutions of higher education, and particularly in the study programmes. The results of the research show that consumer citizenship education can be acquired as an interdisciplinary system. The goals and objectives of consumer citizenship education involve training young specialists possessing broad professional knowledge, developed critical thinking, the ability to organize and manage work in a modem way, understanding of the ethical, civic and patriotic values, as well as the ability and skills to engage in various social activities. Consumer citizenship education needs transdisciplinary knowledge if it is to solve the problems of humanity, the problems aggravated by unsustainable, unethical, even immoral consumption. The link between consumer citizenship education and sustainable development is ensured by shared common values, which reveal the sense and importance of both consumer citizenship and ethical sustainability.

Cross-Cultural Composition： Seeing Ourselves and Seeing Others

This paper is a description of a writing course that was designed and implemented to provide first year composition students from two cultures and two countries the opportunity to partner together on writing assignments. The purpose is to explore home culture and target culture issues. This qualitative study is based on the premise that assignments which encourage critical thinking and metacognitive analysis about culture enhance cross-cultural understanding, breakdown ethnic stereotypes, and provide opportunities for students to understand the benefits of cultural diversity first hand. Success of breaking down cultural barriers was limited, but promising for future endeavors.

Empiricism, Moral Philosophy, and Ethical Behavior

I argue in this paper that moral philosophers need to incorporate into their teaching and writing a number of empirical findings on ethical practices. Principal among these is clearer guidelines on speaking out against wrongdoing, as well as the development of codes of ethics that have been proven to work. The adoption of the critical thinking and the analytical methodology of other disciplines is also suggested. Several benefits will result. The most noticeable will be a strengthening of ethical practices and behavior in the institutions and organizations with which we live and work. A second benefit will be the education and employment of a body of people--graduates in moral philosophy--with the skills and knowledge to bring about, and further strengthen, this enhanced ethical environment. A third benefit will be the matching of the claims of philosophical thought with actual reality.

From Inert Knowledge to Activated Knowledge： Practical Ideas for Improving Student Learning

In this article, I argue for the integration of learner-centered, high impact practices for the typical day of instruction. In doing so, I build off of a general, but robust, theoretical framework designed to promote substantive self-reflection which orients the tactical suggestions for improving student learning. The recommendations are practical and easily adopted as resources for challenging students to develop general critical thinking skills and dispositions especially those addressing metacognition and questioning one＇s assumptions of knowledge and understanding.

Critical Thinking in Language Learning and Teaching

This paper focuses on current theoretical research in second language education and on how the Language Awareness Approach, specifically, is key to successful second language teaching. LAA methodology gives students the tools and confidence to internalize the second language for the long term. Through the Language Awareness Approach, students become highly motivated self-learners, expertly analyzing the syntax of their native language as well as that of the second language. As students become more skilled in understanding how language works, they are able to internalize the new language and make it their own. Eventually, students do not have to ＂change the chip to the target language＂ when they walk through the classroom door.

Clickers and Deep Learning： An Oxymoron？

The use of clicker technology as a tool for promoting learning, let along deep learning, is hotly debated and has its proponents and opponents. With the question still open, this paper examines the use of this technology in fostering critical thinking and other higher-order learning and team-building skills, in the context of two entry-level psychology courses. The results obtained indicate that from the perspectives of both the student and the instructor, the integration of this technology was positively perceived to enhance the learning process and the acquisition of these skills. It would seem these concepts are, after all, not antithetical.

Beyond Binary Opposition： Reinterpretation of Mr. Pontellier in the Awakening

The American writer Kate Chopin＇s masterpiece, The Awakening published in the late 19th century is one of the classics in female literature. The heroine Edna having the courage to pursue self-reliance and express her self-awareness, is regarded as a ＂new woman＂, while the comments on her husband, Mr. Pontellier are quite negative--He regards Edna as a private property and a sexual tool, leading to her awakening and suicide. In this paper, the author reinterprets Mr. Pontellier with the method of close reading in new criticism, deeming that it is the binary opposition in thinking that leads to the misreading. Mr. Pontellier was just a follower of the tradition and custom. The objective evaluation and reinterpretation to him can help students to develop the habit of critical thinking and the courage to pursue truth is case they form a simple thinking mode of the binary opposition.

At the Crossroads： A Case Study of Humanism in High School English Education in China

The concept of ＂equality＂ and the importance of ＂rational and critical thinking＂ are essential components of humanism. New English Curriculum for Chinese Primary Schools and Junior/Senior High Schools indicates English is not only a ＂Tool＂, but also carries information and features of ＂Humanism＂. This article conducted one year-long qualitative case study of three high school English teachers from different districts in Beijing. Data were collected through class observation, teachers＇ office observation, and interviews with teachers, students, and parents Data analysis followed qualitative procedures. Findings show that the three English teachers do not have strong awareness of humanism： None of them believes students and teachers are equal. Two teachers incorporate ＂rational and critical thinking＂ when they work as head teachers, but neither applies it when they serve as English teachers. Humanistic education is not prevalent but effective in teachers＇ development training. More relevant trainings are expected to benefit more teachers.

The Effectiveness of Using Constructive Learning Strategies in Teaching English Language on Developing the Achievement of Grammar, Translation, and Critical Thinking Skills for the Third Grade Intermediate Students

The study aimed to reveal the effectiveness of the integration between some constructive learning strategies in teaching a unit of the English language course to collect translation skills, using grammar, and the acquisition of critical thinking skills for intermediate third grade students in Mecca. Also, it aimed to acknowledge the statistical differences between the modified averages for the study sample groups degrees in the dimensional collecting of grammar and translation skills at the knowledge of the grammar level and using it, and at the macro level for collecting translation and grammar skills after adjusting the old collecting, as well as the knowledge of the statistical differences between the modified averages for the study sample groups in the total telemetric for the critical thinking skills after adjusting the old collecting. To achieve the study objectives, the researcher used the semi-experimental method that had several experimental groups （four groups）, and applied it to a sample of intermediate third-grade students in the city of Makkah （99 students） in teaching the unit of the English language course, which is （Healthy Eating） in the second semester in 2011/2012. After using the appropriate statistical methods, the study came to a result that there are no statistically significant differences in the old implementation for the test of skills of academic achievement of grammar, translation, and critical thinking skills, and that there are statistically significant differences in the new implementation due to the four strategies. According to the results of the study, the researcher recommended a number of recommendations including： the necessity to focus on the constructive theory in teaching English language skills, the importance of expanding the use of the suggested integrative oriented and its development in the field of English language teaching, to hold an intensive training courses for teachers of the English language to train them on using the suggested integrative strategy, the emphasis on the importance of the curriculum activities which focus on the integration between the constructive learning strategies, the importance of expanding of scientific research in the field of integrative strategies, and the development of synthesis methods that combine two strategies or more.