The extending of Chinese internationalization proposes higher requests on the translation markets, which means more and more high-qualified translators and interpreters are needed to meet the market demands. However, ...The extending of Chinese internationalization proposes higher requests on the translation markets, which means more and more high-qualified translators and interpreters are needed to meet the market demands. However, the traditional"teacher and text-centered"translation teaching methods can not equip the students with skillful and practical ability to satisfy the requirements of the society. Therefore, this paper explores a new translation teaching model which suggests more efficient and quicker ways to cultivate available interpreters and translators for the translation market.展开更多
目的探讨以问题为基础的教学法(problem-based learning,PBL)对儿科临床见习生批判性思维能力的影响。方法2021年9—12月,选取徐州医科大学第一临床医学院2018级在徐州医科大学附属医院儿科见习的3个班级90名本科生为研究对象。按随机...目的探讨以问题为基础的教学法(problem-based learning,PBL)对儿科临床见习生批判性思维能力的影响。方法2021年9—12月,选取徐州医科大学第一临床医学院2018级在徐州医科大学附属医院儿科见习的3个班级90名本科生为研究对象。按随机数字表法分为对照组(45名)和试验组(45名),分别实施传统教学和PBL教学法。教学结束后应用问卷调查的方式对两组学生基础知识掌握情况和病例分析能力进行评价。并于教学前后应用批判性思维能力量表-中文版(Chinese version of critical thinking ability scale,CCTDI-CV),对学生的批判性思维能力进行评估。结果见习教学结束后试验组与对照组学生基础知识成绩相比,差异无统计学意义(P>0.05),而试验组病例分析成绩高于对照组,差异有统计学意义(P<0.05)。见习教学前,试验组和对照组的CCTDI-CV的各项评分(分析性、系统性、求知欲、自信性、寻找真理性、思想开放性和认知成熟度)的差异无统计学意义(P>0.05),见习教学后,在求知欲和寻找真理性方面,试验组的评分优于对照组,差异具有统计学意义(P<0.05),其他方面的评分差异无统计学意义(P>0.05)。结论将PBL教学法应用于儿科临床见习,有利于提高学生的批判性思维能力和病例分析能力。展开更多
文摘The extending of Chinese internationalization proposes higher requests on the translation markets, which means more and more high-qualified translators and interpreters are needed to meet the market demands. However, the traditional"teacher and text-centered"translation teaching methods can not equip the students with skillful and practical ability to satisfy the requirements of the society. Therefore, this paper explores a new translation teaching model which suggests more efficient and quicker ways to cultivate available interpreters and translators for the translation market.
文摘目的探讨以问题为基础的教学法(problem-based learning,PBL)对儿科临床见习生批判性思维能力的影响。方法2021年9—12月,选取徐州医科大学第一临床医学院2018级在徐州医科大学附属医院儿科见习的3个班级90名本科生为研究对象。按随机数字表法分为对照组(45名)和试验组(45名),分别实施传统教学和PBL教学法。教学结束后应用问卷调查的方式对两组学生基础知识掌握情况和病例分析能力进行评价。并于教学前后应用批判性思维能力量表-中文版(Chinese version of critical thinking ability scale,CCTDI-CV),对学生的批判性思维能力进行评估。结果见习教学结束后试验组与对照组学生基础知识成绩相比,差异无统计学意义(P>0.05),而试验组病例分析成绩高于对照组,差异有统计学意义(P<0.05)。见习教学前,试验组和对照组的CCTDI-CV的各项评分(分析性、系统性、求知欲、自信性、寻找真理性、思想开放性和认知成熟度)的差异无统计学意义(P>0.05),见习教学后,在求知欲和寻找真理性方面,试验组的评分优于对照组,差异具有统计学意义(P<0.05),其他方面的评分差异无统计学意义(P>0.05)。结论将PBL教学法应用于儿科临床见习,有利于提高学生的批判性思维能力和病例分析能力。
