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Taking medical statistics major in Binzhou Medical University as an example, based on the outcome-based education theory, in order to enhance the innovation ability of university students, we put forward the systematic second classroom training system, including improving the personnel training system, implementing education, experiment teaching reform, and practice teaching reform. It has achieved outstanding results in the discipline competition, improved social service ability and high degree of employer satisfaction. The systematic second-class talent training system based on the outcome-based education theory can provide reference for other medical colleges and related applied majors.
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Biochemistry is one of the basic disciplines of life sciences‚ and plays an important role in the undergraduate teaching of biology. However‚ the biochemistry course system is huge‚ and the knowledge is numerous. How to improve students' interest in learning‚ improve teaching effect‚ and promote course construction are important questions faced by many biochemistry teachers. Here the authors put forward the " three-dimensional teaching concept based on FACT" ‚ and take the biochemistry course construction of the School of Life Sciences‚ Sun Yat-sen University‚ as an example to analyze the connotation and practice of this teaching concept. " Three-dimension" is inspired by the " seemingly identical but actually different" concept of biological chiral molecules‚ which not only reflects the need for universities to carry out course construction based on their own actual situation and seek truth from facts with distinct characteristics‚ but also emphasizes the construction of a multi-dimensional course construction system. The authors will introduce the concept of " three-dimension" in “form” ‚ “angle” ‚ “content” and “team” in an all-round way. Moreover‚ the authors also conduct in-depth analysis from aspects such as teaching methods‚ second classroom‚ knowledge point logic‚ ideological and political education for courses‚ and teaching team construction‚ which has certain reference significance for peer teachers to carry out biochemistry course construction.
ABSTRACT
The basic knowledge of college chemistry is an important basis for the key undergraduate course-Biochemistry for students majoring in Life Sciences. Based on theoretical analysis of the close relationship between "Biochemistry" and "College Chemistry", this paper summarized these knowledge nodes to the content of Biochemistry from the four major courses: Chemistry, Inorganic Chemistry, Organic Chemistry, Analytical Chemistry and Physical Chemistry. We took the peptide bond,mechanism of enzymes and protein purification as examples to show the relevance between the basic knowledge of Chemistry and the knowledge points of Biochemistry, aiming to enlighten the students to understand the importance of the basic knowledge of Chemistry. We also proposed three kinds of teaching pattern for introducing the basic knowledge of " College Chemistry" to " Biochemistry" , including " Described directly by teachers", " Integrated into contents of Biochemistry" and " Students learning by themselves" , so as to ensure that the students comprehend clearly the essence of "Biochemistry". Finally we discussed how to culture the students' ability to think independently and critically. The idea and practice about Biochemistry teaching will benefit the students to grasp the essence of the course and it will also give one new perspective for teachers to carry out teaching reforms in life science courses.
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RESUMO: Este artigo apresenta resultados de uma pesquisa que buscou analisar a percepção dos Segundos Professores sobre as interações pedagógicas que se estabelecem entre esse profissional e o professor titular na perspectiva do ensino colaborativo (Coensino). Para tanto, contextualiza-se a função do Segundo Professor de Turma e suas atribuições de acordo com os documentos legais e as políticas de inclusão em Santa Catarina. Conceitua-se o Coensino a partir das contribuições teóricas de Mendes, Vilaronga e Zerbato (2014), Vilaronga (2014), Costas e Correia (2012), França (2016), Zerbato (2014) e Mendes (2002, 2006). No contexto de uma pesquisa qualitativa, as análises recaem sobre a voz de dez Segundos Professores e os dados de uma autoavaliação pós-entrevista. Percebe-se que há ainda avanços a serem feitos em relação à inclusão de alunos com deficiência nas escolas regulares que impactam a cultura do coensino no ambiente escolar, perpassando sobre as relações pedagógicas entre os professores que atuam na mesma turma.
ABSTRACT: This paper presents the results of a research that sought to analyze the perception of the Second Classroom Teachers about the pedagogical interactions that are established between this professional and the main classroom teacher in the perspective of collaborative teaching (Co-teaching). To this end, the role of the Second Classroom Teacher and his/her attributions are contextualized according to the legal documents and inclusion policies in the state of Santa Catarina, Brazil. The Co-teaching is conceptualized from the theoretical contributions of Mendes, Vilaronga and Zerbato (2014), Vilaronga (2014), Costas and Correia (2012), França (2016), Zerbato (2014) and Mendes (2002, 2006). In the context of a qualitative research, the analyzes fall upon the voice of ten Second Classroom Teachers and the data from a post-interview self-assessment. It was noticed that there are still advances to be made regarding the inclusion of students with disabilities in regular schools that impact the co-teaching culture in the school environment, bypassing the pedagogical relations between the teachers who work in the same class.
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Objective To explore the screenplay dialogue pattern in the interrogation of the second classroom training effect, so as to improve the quality of the inquiring teaching.Methods 69 five-year students of clinical medicine specialty of Grade 2014 in our university were randomly divided into the control group (34 persons) and the experimental group (35 persons), The students in the control group, during the second class-room training, received the consent of the patient, and informed the patient,to answer the illness according to the truthdo not disclose the diagnosis and treatment after hospitalization and other matters needing attention. Besides, we also arranged for students to conduct repeated bedside inquiry training. While the experimental group carried out the script dialogue model training on the campus. The teacher provided a script for interroga-tion. Students answered in accordance with the principle ofdon't ask don't answer, don't say anything other than the question, don't miss the question, don't answer the question wrongly. SPSS 19.0 was used for statistical analysis, and the comparison of measurement data between groups was performed by t test.Results There was no significant difference between the experimental group and the control group in the inquiry and assessment. The results showed that the training effect of the two groups was basically the same. Through the analysis of various aspects of inquiry, the chief complaint and communication ability of students in the experimental group were better than those in the control group, and the difference was statistically significant, which showed that the script dialogue model promoted students' ability of inducing complaints and their language ability when they did medical history collection.ConclusionTaking screenplay dialogue mode in the second classroom practice is good, which improves the students' enthusiasm, trains their clinical thinking and improves the teaching quality.
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Objective:To discusses the professional quality cultivating mode construction for nursing students based on the second classroom as well as its mechanism and effects .To investigate the cognition and evaluation of nursing students on recessive education of the second classroom .Methods:Questionnaire was used in nursing un-dergraduates in three grades .The professional spirit , professional skills , humanity qualities were involved .Re-sults:For professional spirit , 44 .13% agreed for significantly increasefor their professional quality , and 33 . 20%for improved, 6.48%forreduced, or a significant reduction.For professional skills, 51.82%forsig-nificantly increase, 41 .70%for improved, 1 .21%forreduced , or a significant reduction.For humanistic quality, 91.1% of the students thought it significantly increasetheir humanistic quality .In grade 2009 and 2011 , over 50% students thought this quality was improved by the second classroom .Conclusions:Professional quality cultivating mode based on the second classroom makes nursing students 'professional spirit , professional skills, the humanities quality improved , and this cultivating mode received wide recognition and affirmation in the nursing students .
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“The second class” in medical college is an important carrier of humanities education.In order to give full play to its function,we must effectively rationalize the organization and management of medical humanities education institutions,not only to broaden the content and form of“ the second class”,but also to establish appropriate evaluation incentives.
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This paper expounds the importance of the development of college English second classroom activities,puts forward their efficient and feasible forms which can be organized,and explores their role in college English teaching.