RESUMEN
Objective@#In this research, the influence of breviscapine on anxiety, fear elimination, and aggression and the potential mechanism was investigated. @*Methods@#Anxiety and locomotion were analyzed by elevated plus maze and open field test in mice. Bussey-Saksida Mouse Touch Screen Chambers were used to perform fear conditioning. Territorial aggression was assessed by resident intruder test. Protein levels were evaluated by Western blot. Breviscapine improved fear-extinction learning in BALB/cJ mice. @*Results@#Breviscapine at 20–100 mg/kg increased center cross number, total distance traveled, and velocity in a dose-dependent manner. On the other hand, breviscapine at 20–100 mg/kg decreased the immobility time in open field test. In addition, breviscapine at 20–100 mg/kg increased the ratio of time on the open arm, time on the distal parts of the open arm, and total distance traveled in elevated plus maze. Breviscapine at 100 mg/kg increased the average attack latency and decreased the number of attacks over the last 3 days of resident intruder test. In hippocampus, protein levels of postsynaptic density protein-95 and synaptophysin were elevated by breviscapine at these three doses. @*Conclusion@#The administration of breviscapine alleviates fear extinction, anxiety, and aggression, while increases locomotor in a dose-dependent manner, which might be associated with its influence on synaptic function.
RESUMEN
In order to optimize the teaching process, improve the teaching quality, and cultivate military psychologists with high practical skills, this study explored the training model of military psychologists based on flipped classroom. First of all, the content of "psychological publicity education, psychological assessment, psychological counseling, mental illness diagnosis, psychological training and psychological service" was introduced for training military psychologists. Secondly, theoretical basis based on flipped classroom was analyzed, and coherence between students' realistic needs and student-centered learning theories was elaborated. Finally, requirements for implementing flipped classroom in the training of military psychologists were analyzed. Teachers should thoroughly understand students' actual needs, formulate targeted curriculum standards and teaching objectives, and utilize team strength to provide better service for teaching. Students should improve their study initiatives and learn actively. Teaching media should not only be the carrier of teaching content, but also meet requirements of students' self-study and teacher-guided teaching.
RESUMEN
In order to optimize the teaching process, improve the teaching quality, and cultivate military psychologists with high practical skills, this study explored the training model of military psychologists based on flipped classroom. First of all, the content of "psychological publicity education, psychological assessment, psychological counseling, mental illness diagnosis, psychological training and psychological service" was introduced for training military psychologists. Secondly, theoretical basis based on flipped classroom was analyzed , and coherence between students' realistic needs and student-centered learning theories was elaborated. Finally, requirements for implementing flipped classroom in the training of military psychologists were analyzed. Teachers should thoroughly understand students' actual needs, formulate targeted curriculum standards and teaching objectives, and utilize team strength to provide better service for teaching. Students should improve their study initiatives and learn actively. Teaching media should not only be the carrier of teaching content, but also meet requirements of students' self-study and teacher-guided teaching.
RESUMEN
Based on a discussion of the major characteristics concerning the flipped classroom model, an in-depth analysis on the four structural elements in the flipped class teaching activities has been made. The teachers are at the same time instructors and teaching resources developers as well, with the feature of team-organizing. As for the students, they become highly-motivated and active learners. The teaching con-tents are profoundly enriched and the teaching media serves as both tools for teaching and learning, and appliance for recognition and communication. It is of great theoretical and instructional significance for us to deeply analyze the structural elements of flipped classroom teaching thus we can contribute not only to the teaching model innovation but also to the current educational reform. Finally, under the continuous de-velopment of emerging technologies, flipped classrooms will surely attract more students to flip learning, which will greatly promote students' learning ability.