Flipped classroom is a brand-new teaching mode both at home and abroad. Its core is to reverse teaching sequence and teaching content by letting students watch self-made videos to learn relatively junior teaching cont...Flipped classroom is a brand-new teaching mode both at home and abroad. Its core is to reverse teaching sequence and teaching content by letting students watch self-made videos to learn relatively junior teaching content before class, thus leaving students adequate space to exert full activities in the classroom to complete knowledge absorption and consolidation. This article focus mainly on the design principles and relevant experiences of video production. In the meanwhile, the article also puts forward instructive suggestions for teachers to make appealing and stylistic videos as well as mobilize the enthusiasm of students.Video as the stepping stone only serves as a media to convey knowledge before class, the class is the core to convert students' traditional role to be the real master by a series of effective activities, which should be carefully designed by teachers. So the second focus of the articles falls on the design principles of in-class activities.展开更多
With the rapidly developing economy,the evolution of science technology improves at a high speed.At the same time,a new technology is born which we called Micro-Class.It has been used widely in high education within a...With the rapidly developing economy,the evolution of science technology improves at a high speed.At the same time,a new technology is born which we called Micro-Class.It has been used widely in high education within a short time.The facts indicate,it is helpful to put flipped classroom model into college English lecture environment.The new model not only makes difference in motivating the students' interests of studying,but also improves their autonomy for studying and the participatory for class activities.In terms of this situation,I will make a pointed statement as follow.展开更多
目的探讨微课堂联合以临床病例为基础的学习(case based learning,CBL)混合式教学用于神经内科临床带教对带教质量及满意度的影响。方法选取2020年1月—2022年1月在潍坊医学院附属医院神经内科进行住院医师规范化培训的82名学员作为研...目的探讨微课堂联合以临床病例为基础的学习(case based learning,CBL)混合式教学用于神经内科临床带教对带教质量及满意度的影响。方法选取2020年1月—2022年1月在潍坊医学院附属医院神经内科进行住院医师规范化培训的82名学员作为研究对象,按照带教方式的不同分为观察组(采用微课堂联合CBL混合式教学带教)41名与对照组(采用传统带教模式带教)41名。观察2组住培带教后的教学质量,考核成绩,临床思维能力,学习动机、学习满意度,综合能力评分。结果带教后,观察组语言表达、师生沟通、教学氛围评分高于对照组,学习难度低于对照组,差异有统计学意义(P<0.05)。带教后,观察组的理论考核与技能操作考核成绩均高于对照组,差异有统计学意义(P<0.05)。带教后,观察组的胜任需求、自主需求、归属需求、学习满意度评分高于对照组,差异有统计学意义(P<0.05)。带教后,观察组的评判性思维能力、系统性思维能力和循证性思维能力评分均高于对照组,差异有统计学意义(P<0.05)。带教前,2组的查阅资料能力、临床操作能力、自学能力、口头表述能力、协作能力比较差异无统计学意义(P>0.05);带教后,观察组的查阅资料能力、临床操作能力、自学能力、口头表述能力、协作能力评分均高于对照组,差异有统计学意义(P<0.05)。结论微课堂联合CBL混合式教学用于神经内科临床带教能够提高教学质量,提高考核成绩以及临床思维能力,改善学习动机,提升学习满意度,提高综合能力评分。展开更多
In this paper,we propose an iterative,problem-and task-driven refined classroom management method for informatization teaching,dubbed Rcm2IT,based on data analysis of students’learning process.More specifically,Rcm2I...In this paper,we propose an iterative,problem-and task-driven refined classroom management method for informatization teaching,dubbed Rcm2IT,based on data analysis of students’learning process.More specifically,Rcm2IT firstly classifies the teaching resources and elements in the unit of classroom sections,and designs the corresponding fine-grained templates and examples of teaching elements.Meanwhile,Rcm2IT divides students into different levels according to their previous classroom performance,and teaches students at different levels according to their aptitude.Finally,we implement the refined classroom management and assessment of students’learning process via our customized precise micro classroom platform(PMcP)based on the previous two stages.The designed PMcP can carry out real-time analysis and teaching evaluation,objectively and accurately measure and feedback the students’learning results,further iteratively optimize the teaching objectives.The course practice in“digital image processing”shows that Rcm2IT can not only support teachers to dynamically adjust the teaching content,but also teach students according to their aptitude,and improve the teaching quality and efficiency.展开更多
文摘Flipped classroom is a brand-new teaching mode both at home and abroad. Its core is to reverse teaching sequence and teaching content by letting students watch self-made videos to learn relatively junior teaching content before class, thus leaving students adequate space to exert full activities in the classroom to complete knowledge absorption and consolidation. This article focus mainly on the design principles and relevant experiences of video production. In the meanwhile, the article also puts forward instructive suggestions for teachers to make appealing and stylistic videos as well as mobilize the enthusiasm of students.Video as the stepping stone only serves as a media to convey knowledge before class, the class is the core to convert students' traditional role to be the real master by a series of effective activities, which should be carefully designed by teachers. So the second focus of the articles falls on the design principles of in-class activities.
文摘With the rapidly developing economy,the evolution of science technology improves at a high speed.At the same time,a new technology is born which we called Micro-Class.It has been used widely in high education within a short time.The facts indicate,it is helpful to put flipped classroom model into college English lecture environment.The new model not only makes difference in motivating the students' interests of studying,but also improves their autonomy for studying and the participatory for class activities.In terms of this situation,I will make a pointed statement as follow.
文摘目的探讨微课堂联合以临床病例为基础的学习(case based learning,CBL)混合式教学用于神经内科临床带教对带教质量及满意度的影响。方法选取2020年1月—2022年1月在潍坊医学院附属医院神经内科进行住院医师规范化培训的82名学员作为研究对象,按照带教方式的不同分为观察组(采用微课堂联合CBL混合式教学带教)41名与对照组(采用传统带教模式带教)41名。观察2组住培带教后的教学质量,考核成绩,临床思维能力,学习动机、学习满意度,综合能力评分。结果带教后,观察组语言表达、师生沟通、教学氛围评分高于对照组,学习难度低于对照组,差异有统计学意义(P<0.05)。带教后,观察组的理论考核与技能操作考核成绩均高于对照组,差异有统计学意义(P<0.05)。带教后,观察组的胜任需求、自主需求、归属需求、学习满意度评分高于对照组,差异有统计学意义(P<0.05)。带教后,观察组的评判性思维能力、系统性思维能力和循证性思维能力评分均高于对照组,差异有统计学意义(P<0.05)。带教前,2组的查阅资料能力、临床操作能力、自学能力、口头表述能力、协作能力比较差异无统计学意义(P>0.05);带教后,观察组的查阅资料能力、临床操作能力、自学能力、口头表述能力、协作能力评分均高于对照组,差异有统计学意义(P<0.05)。结论微课堂联合CBL混合式教学用于神经内科临床带教能够提高教学质量,提高考核成绩以及临床思维能力,改善学习动机,提升学习满意度,提高综合能力评分。
基金Foundation under Grant 22GH010616,the Shaanxi Higher Education Teaching Reform Research Project under Grant 21BY012,and the Shaanxi Province Virtual Teaching and Research Office Pilot Construction Project.
文摘In this paper,we propose an iterative,problem-and task-driven refined classroom management method for informatization teaching,dubbed Rcm2IT,based on data analysis of students’learning process.More specifically,Rcm2IT firstly classifies the teaching resources and elements in the unit of classroom sections,and designs the corresponding fine-grained templates and examples of teaching elements.Meanwhile,Rcm2IT divides students into different levels according to their previous classroom performance,and teaches students at different levels according to their aptitude.Finally,we implement the refined classroom management and assessment of students’learning process via our customized precise micro classroom platform(PMcP)based on the previous two stages.The designed PMcP can carry out real-time analysis and teaching evaluation,objectively and accurately measure and feedback the students’learning results,further iteratively optimize the teaching objectives.The course practice in“digital image processing”shows that Rcm2IT can not only support teachers to dynamically adjust the teaching content,but also teach students according to their aptitude,and improve the teaching quality and efficiency.
