The Application and Effect Evaluation of Corpus Linguistics in English Teaching

This paper explores the application and effect evaluation of corpus linguistics in English teaching.It first introduces the basic concepts and development history of corpus linguistics,then analyzes its connection with language teaching theories,discussing the advantages and challenges of using corpora in language teaching.Next,it delves into the methods and technologies for building and utilizing corpora,as well as their role in developing teaching resources.Lastly,within the framework and methods of teaching effect evaluation,specific application cases of corpus linguistics in teaching design are analyzed,and their effects are assessed.Recommendations for teaching improvement and future development directions are also proposed.

Research on the Evaluation of VBSE Practical Training Teaching Effectiveness Based on CIPP Model at X University

Based on the CIPP(context,input,process,and product)model,this paper constructs an index system suitable for evaluating the teaching effect of VBSE(virtual business social environment)practical training from four aspects:context evaluation,input evaluation,process evaluation,and product evaluation.Taking the students participating in VBSE practical training in X university as the survey population,381 valid sample data were obtained through an online questionnaire survey,and the index weights were determined by factor analysis method.The score value of the VBSE practical training teaching effect was calculated based on the evaluation mean value of three indexes.The results showed that the context evaluation score was 1.56,the input evaluation score was 1.54,the process evaluation score was 1.51,and the product evaluation score was 1.48.Subsequently,this paper put forward some countermeasures from the aspects of optimizing course arrangement,improving hardware facilities,and enhancing team cooperation to provide a guideline for improving the effect of VBSE practical training.

Evaluation of Classroom Teaching Effect Based on Facial Expression Recognition

Classroom is an important environment for communication in teaching events.Therefore,both school and society should pay more attention to it.However,in the traditional teaching classroom,there is actually a relatively lack of communication and exchanges.Facial expression recognition is a branch of facial recognition technology with high precision.Even in large teaching scenes,it can capture the changes of students’facial expressions and analyze their concentration accurately.This paper expounds the concept of this technology,and studies the evaluation of classroom teaching effects based on facial expression recognition.

Evaluation of the Application Effect of Short Video Combined with BOPPPS Teaching Mode in Clinical Anesthesia Teaching

Objective:To study the application effect of short video combined with BOPPPS teaching mode in clinical anesthesia practice.Method:48 students assigned to clinical anesthesia in digestive endoscopy of Shanxi Bethune Hospital from July 1,2022 to April 1,2023 were selected as research objects.They were randomly divided into the control group(PowerPoint presentation teaching group)and the observation group(short video combined with BOPPPS teaching group),with 24 students in each group.After the internship,the students’theoretical and technical scores were tested,the effects of the two teaching modes were compared,and the students’satisfaction was investigated.Results:The test scores of students in the observation group were significantly better than those in the control group(P<0.05).The short video combined with BOPPPS teaching mode can significantly improve students’learning interest,operation skills,and memory(P<0.05).The students’satisfaction in the observation group was higher than that in the control group(P<0.05).Conclusion:In clinical practice,the application of short video combined with BOPPPS teaching mode has achieved great effect,which is worth further promotion and research.

Research on Backwash Effect of Formative Evaluation in Oral English Learning in Vocational Colleges

The evaluation model which is dominated by formative evaluation can help the teacher diagnose the teaching activity in the process of students learning and timely find the problems, which can timely correct and control the teaching and learning strategies. The questionnaire survey, oral English test, experimental research design and practice prove that establishing a dynamically professional oral English formative evaluation based on student behavior not only has good backwash effect, ensure the enthusiasm and interest of students learning oral English, but also can enhance the autonomic learning awareness and ability of students and improve the cooperative learning and communicative ability of students, which greatly improve the learning effect of students.

Implementation and evaluation of crowdsourcing in global health education

Background:Current global health course is most set as elective course taught in traditional teacher-taught model with low credit and short term.Innovate teaching models are required.Crowdsourcing characterized by high flexibility and strong application-orientation holds its potential to enhance global health education.We applied crowdsourcing to global health teaching for undergraduates,aiming to develop and evaluate a new teaching model for global health education.Methods:Crowdsourcing was implemented into traditional course-based teaching via introducing five COVID-19 related global health debates.Undergraduate students majoring in preventative medicine and nursing grouped in teams of 5-8,were asked to resolve these debates in reference to main content of the course and with manner they thought most effective to deliver the messages.Students’experience and teaching effect,were evaluated by questionnaires and teachers’ratings,respectively.McNemar’s test was used to compare the difference in students’experience before and after the course,and regression models were used to explore the influencing factors of the teaching effect.Results:A total of 172 undergraduates were included,of which 122(71%)were females.Students’evaluation of the new teaching model improved after the course,but were polarized.Students’self-reported teaching effect averaged 67.53±16.8 and the teachers’rating score averaged 90.84±4.9.Students majoring in preventive medicine,participated in student union,spent more time on revision,and had positive feedback on the new teaching model tended to perform better.Conclusion:We innovatively implemented crowdsourcing into global health teaching,and found this new teaching model was positively received by undergraduate students with improved teaching effects.More studies are needed to optimize the implementation of crowdsourcing alike new methods into global health education,to enrich global health teaching models.

多元文化中的课堂教学评价:ISTOF测量工具的探索与启示

课堂教学评价是教师评价的重要组成部分,推进课堂教学评价改革是教师评价改革的应有之义。ISTOF测量工具由全球20多个国家基于有效教学理论联合开发,经验证,其在不同的文化背景中信效度均较高。该测量工具由7个一级指标、21个二级指标、45个三级指标构成,全面搜集资料评价教师的教学工作。其评价方式多样化、流程标准化、目的发展性、适用范围较广等特点对我国当下的课堂教学评价改革具有重要借鉴意义。拟从ISTOF测量工具的产生背景、过程等方面出发,分析ISTOF测量工具如何理解“教学”并设计维度评价教师的教学工作,以期为我国“有效教学”理论的发展提供新的研究视角,为我国课堂教学质量评价工具的设计与研发、课堂教学质量的监测与评估提供借鉴。

超声模拟教学在重症护理教学中的应用及效果评价

目的:探讨超声模拟教学在重症护理教学中的应用效果。方法:选取2023年1-12月于中日友好医院重症医学科进修的40名护士,采用随机数表法将其分为观察组和对照组,每组20名,观察组以美国爱国者综合超声虚拟训练系统为平台,采取超声模拟教学方法,对照组采取传统超声教学方法。比较两种教学方法理论课教学、超声技术实践操作考核成绩和带教满意度。结果:观察组的操作考核、课后作业和考核总分分别为(27.9±1.91)分、(16.25±1.33)分和(77.75±4.12)分,均高于对照组,差异有统计学意义(t=13.375、3.635、8.814,P<0.05);观察组操作考核成绩中的肺部超声、胃残余量评估、皮肤压力性损伤评估和动静脉穿刺平均得分分别为(5.30±1.21)分、(5.85±0.81)分、(5.10±0.91)分和(6.05±0.89)分,均高于对照组,差异有统计学意义(t=5.792、5.264、5.832、5.620,P<0.05)。观察组进修护士对教学安排、教学效果、整体收获和满意度总分分别为(22.75±1.30)分、(23.90±1.02)分、(24.00±1.30)分和(93.05±3.66)分,均高于对照组,差异有统计学意义(t=6.564、8.860、6.694、7.441,P<0.05)。结论:超声模拟教学能够明显提高进修护士在重症护理教学中的操作能力,以及对教学内容的掌握情况和进修护士学习兴趣,提升护理临床教学质量及带教满意度。

国外高校教师教学发展项目实施成效评估研究

采用系统性文献综述法筛选国外近二十年高校教师教学发展项目评估研究的42篇文献进行系统分析,结果发现:已有研究基于评估目的运用多元化研究方法;评估对象包括参与教师、教师同事、学生及管理人员等教师发展利益相关者;评估框架采用有效教师专业发展标准、专业发展评价模型等多项理论与模型;评估内容高度关注教师课程教学设计能力提升与教师发展共同体。基于柯氏评估模型对样本文献的实施成效进行评估,发现大多数项目能有效促进教师知识技能提升与实践行为改变。未来中国高校教师教学发展项目评估研究需强化实证研究设计,拓展教师发展实施成效的评估视域,运用多元评估方法为展现教师教学发展项目的实施成效提供证据,重视项目实施效果的跟踪评估与长效反馈等。

医学课程在线教学学习效果评价体系研究

面对大数据时代的新要求以及不断变化的新型冠状病毒肺炎疫情挑战,线上教学成为高等教育中备受瞩目的新形式。依托教学平台进行在线教学,能够使优质教育资源共享,为学生带来全新的教学感受,以及个性化体验;同时,平台提供的学生学习行为与学习成绩数据更利于教师精准施教。因此,医学课程在线教学亦需要在多方面进行改进与优化,研究基于教学平台的医学课程在线教学学习效果评价体系将为进一步建设医学一流课程、一流专业提供有力支撑,具有重要的理论意义与实践价值。

大数据背景下高职院校精准教学模式实施路径研究

大数据技术的发展为高职院校教育教学改革带来了新机遇,精准教学模式研究旨在提升教学效果和学习效率,为职业教育的教育教学改革注入新动力。精准教学模式的构建注重深度分析学情,利用大数据技术实现教学目标多维精准定位,提升教学内容匹配度,并通过格式化评价促进教学质量提高;实施精准教学模式需重视师资建设、教学资源建设,采取多元策略确保评价的公平性及可比性。

基于AHP-FCE的职业农民学历教育教学效果评价研究

开展新型职业农民学历教育教学效果评价,为职业院校教学质量的评估提供切实可行的科学依据。该文构建教学效果、教学满意度、教学忠诚度和生产状况4个一级指标的新型职业农民学历教育教学效果评价体系,并采用多层模糊综合评价模型(AHP-FCE)进行实证检验。

基于OBE理念的大学生心理健康教育课程设计与实践效果评估

大学生心理健康教育课程在提高大学生心理素质、促进其身心健康和谐发展方面发挥着重要作用。该研究通过梳理大学生心理健康教育课程存在的问题与不足,提出在大学生心理健康教育课程中引入OBE理念的可行性,从而在0BE理念下重新构建大学生心理健康教育课程体系,并对其实施效果进行评估,从而使课程的教与学更加聚焦于学习目标,调动学生的积极性与参与性,更加适应社会对人才需求的变化,为其他高校开展大学生心理健康教育课程改革提供参考。

多轨教学模式在眼科临床见习带教中的应用效果分析

目的 探讨多轨教学模式在眼科临床见习带教中的应用效果。方法 选取2022年和2023年在首都医科大学附属北京友谊医院眼科进行临床见习的2018级和2019级临床医学专业本科生61名学生为研究对象,将2018级本科生26名学生设为对照组,采用传统见习带教方法。将2019级本科35名学生设为试验组,采用多轨教学模式带教方法。本研究采取形成性评价与终结性评价相结合的方式来检验教学效果,比较两组学生的理论考试成绩、综合能力评分和学生满意度评分。结果 试验组理论考试成绩(83.09±7.70)分高于对照组(82.69±11.18)分。试验组综合能力评分(85.20±6.94)分高于对照组(81.85±9.55)分,差异有统计学意义(P<0.05);试验组学生对带教教师的满意度评分(99.25±1.99)分明显高于对照组(96.77±2.87),差异有统计学意义(P<0.05)。结论 在眼科临床见习带教过程中运用多轨教学模式进行见习带教效果更好,教学满意度更高,值得在眼科临床教学中借鉴和参考。

地下工程防灾减灾课程案例库建设探讨

实现案例与理论的有机融合已经越发成为各课程教学方式的发展趋势,建立地下工程防灾减灾案例库,进行案例分析,将有助于改革课程模式,提高教学效率,促进该课程向前发展。基于文献分析,结合时代特征,对案例教学法在地下工程防灾减灾课程上的应用必要性进行探讨,重构课程教学目标,结合互联网和生活生产实际,对地下工程灾害案例进行挖掘,以河南理工大学安全专业为例,通过问卷调查对地下工程防灾减灾案例教学的实施效果进行评价,通过建立地下工程防灾减灾案例库,将案例与相关理论相结合,符合现代教学模式改革需要,值得提倡和进一步发展,所建立的案例库包含近期发生的地下工程水灾火灾事故案例及地下工程施工方法案例,案例教学法在地下工程防灾减灾课程上的应用得到广大学生的肯定,并给出积极评价。

SPOC混合教学模式在《制药工程》教学应用中成效评价

以我院2019级中药制药专业107名学生为研究对象,按学习成绩排名奇偶分为实验组和对照组。采用形成性评价和问卷调查评价方法,建立评分标准,学期结束后比较两组教学效果统计分数。实验组的理论考试成绩、形成性评价分数以及调查问卷评分均高于对照组,且差异有统计学意义。

基于OBE理念的高校专业课程思政教学效果评价体系浅析

基于“学生中心、产出导向、持续改进”成果导向教育(Outcome-Based Education,OBE)理念构建的课程思政教学效果评价体系,包含高校、教师、学生等对课程思政教学效果的“自评”和短期评价,也包含了高校之外的主体对课程思政教学效果评价的“他评”和长期评价,可以全面且客观地评价专业课程思政教学效果。本文以复合材料与工程专业高分子化学课程课程思政教学与建设为例,介绍了该体系的实践效果,为其他高校的课程思政建设提供参考。

平台型医学课程在线教学学习效果评价指标与评价标准研究

当前,中国高等教育正积极推动高质量发展,提升高等教育在线课程教学质量是我国高等教育实现“变道超车”的重要战略步骤。就医学课程而言,深入研究平台型医学课程在线教学学习效果评价指标与评价标准是进行学习效果评价的重要前提,是提升平台型医学课程在线教学质量的重要基础。根据“以学生发展为中心”的教育理念,以学习效果评价有利于促进学生与教师发展为宗旨,以医学本科生培养目标、毕业要求、课程目标为具体内容,提出平台型医学课程在线教学学习效果评价指标与评价标准,为平台型医学课程在线教学学习效果评价奠定基础,为促进学生自主学习、教学持续改进提供支撑。

线上与线下麻醉见习教学的效果评价

目的 比较非麻醉专业本科生线上见习与传统见习效果。方法 将2022年7月4日和2020年6月28日在首都医科大学附属北京佑安医院麻醉科见习的首都医科大学公共卫生医学事业管理专业46名学生分成两组,2022年7月4日的见习学生24名为传统组,采用线下麻醉科见习方法;2020年6月28日的见习学生22名为线上组,采用“腾讯会议直播+操作视频分享+班级微信群答疑”的线上麻醉见习方法。采用问卷调查方式对教学整体满意度和考试成绩进行评价。结果 传统组与线上组麻醉见习整体满意度分别为100%和95.45%(P>0.05)。两组试卷成绩和正确率相比较差异无统计学意义(P>0.05)。线上组86.36%学生有参与传统见习的意愿。结论 线上见习与传统见习相比较,整体满意度较高、考试成绩较好,可作为传统见习无法进行时的替代方案。