目的探讨将观摩-示范-模型训练递进教学法应用于医学本科生“基础生命支持”课程培训中的效果。方法选取2015级内蒙古医科大学中医学院接受心肺复苏培训的156名本科生为研究对象。采用观摩-示范-模型训练递进教学法,对其实施基础生命支...目的探讨将观摩-示范-模型训练递进教学法应用于医学本科生“基础生命支持”课程培训中的效果。方法选取2015级内蒙古医科大学中医学院接受心肺复苏培训的156名本科生为研究对象。采用观摩-示范-模型训练递进教学法,对其实施基础生命支持(base life support,BLS)培训。结果在满意度调查上,97.0%以上的学生认为心肺复苏培训的教学内容和教学安排合理;在难度水平上,16.7%的学生认为不难,47.4%的学生认为培训的整体难度水平一般,35.9%认为难度水平偏高。学生普遍认为此教学法能够提高学习的兴趣、活跃课堂气氛、使学生更容易掌握心肺复苏技术。结论观摩-示范-模型训练递进教学法适用于医学生BLS培训,得到学生的普遍认可,但需要不断完善进而推广。展开更多
This paper reports communicative language teaching （CLT） in a university context in China. It examines the classroom observations of five English language teacher participants to reveal how CLT is applied in their E...This paper reports communicative language teaching （CLT） in a university context in China. It examines the classroom observations of five English language teacher participants to reveal how CLT is applied in their English classes. Two of the five participants, Ms. Lan and Ms. Shan, who claim to be strong supporters of the CLT approach, and who teach the same Comprehensive English Reading Course with the same textbooks, are selected in particular for detailed comparison and analysis in order to show similarities and differences between them in line with the principles of the CLT approach. The findings of this study show that the gap between what the teachers claim to be doing and what they actually do reflects not only their misconceptions about CLT, but also manifests the various challenges confronting them in adopting CLT in their English classes.展开更多
文摘目的探讨将观摩-示范-模型训练递进教学法应用于医学本科生“基础生命支持”课程培训中的效果。方法选取2015级内蒙古医科大学中医学院接受心肺复苏培训的156名本科生为研究对象。采用观摩-示范-模型训练递进教学法,对其实施基础生命支持(base life support,BLS)培训。结果在满意度调查上,97.0%以上的学生认为心肺复苏培训的教学内容和教学安排合理;在难度水平上,16.7%的学生认为不难,47.4%的学生认为培训的整体难度水平一般,35.9%认为难度水平偏高。学生普遍认为此教学法能够提高学习的兴趣、活跃课堂气氛、使学生更容易掌握心肺复苏技术。结论观摩-示范-模型训练递进教学法适用于医学生BLS培训,得到学生的普遍认可,但需要不断完善进而推广。
文摘This paper reports communicative language teaching （CLT） in a university context in China. It examines the classroom observations of five English language teacher participants to reveal how CLT is applied in their English classes. Two of the five participants, Ms. Lan and Ms. Shan, who claim to be strong supporters of the CLT approach, and who teach the same Comprehensive English Reading Course with the same textbooks, are selected in particular for detailed comparison and analysis in order to show similarities and differences between them in line with the principles of the CLT approach. The findings of this study show that the gap between what the teachers claim to be doing and what they actually do reflects not only their misconceptions about CLT, but also manifests the various challenges confronting them in adopting CLT in their English classes.
