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Objective: To investigate the teaching effect of information teaching mode based on “ketangpai” network learning platform in teaching clinical nutrition and to provide guidance and method for information teaching. Method: By the random sampling method, 296 students from 2017 nursing undergraduate students of Wannan Medical College were selected and divided into two groups. The experimental group (n=148) was taught by information teaching mode based on "ketangpai" network learning platform. The control group (n=148) was taught by traditional teaching method. Both groups received the same teaching process，content and teacher. The experimental test, theory test and teaching effects were compared between the two groups. Results: The scores of experimental test and theory test in experimented group were significantly higher than those in control group (P<0.01). The abilities of self-learning, theory-practice, independent thinking, analysis, and knowledge mastery degree in experimental group were significantly better than those in control group (P<0.05). The students in the experimental group were more satisfied with the information teaching mode. Conclusion: Application of information teaching mode based on “ketangpai" network learning platform can improve the teaching effects, the students' comprehensive ability and self-learning ability.
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Objective To explore the effect of applying problem-based learning (PBL) and case-based learning (CBL) in the kinesiology experiments. Methods Totally 534-year program undergraduates of Nantong University Medical School were divided into control group (n=26) and experimental group (n=27). The control group received traditional teaching and the experimental group received PBL and CBL teaching. The teaching effect was evaluated by examination and questionnaire. Data were analyzed by SPSS 19.0 and t test was used to compared the average scores of theory and questionnaire, α=0.05. Results The theoretical examination results (89.81 ±1.32) were better than the control group (84.82 ±1.75) (P=0.028). Meanwhile questionnaire survey showed that the experimental group students' evaluation of their teaching methods in promoting learning interest and initiative, combining theory with practice and teamwork con-sciousness were better than the control group students' evaluation of traditional teaching methods (P<0.05). Conclusion The teaching effect of integration of PBL and CBL teaching methods is better than traditional teaching in kinesiology experiments.
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Food processing and cooking is very practical, and requires students to master certain knowledge and operational skills of nutrition. Therefore, we introduced the experience teaching design, con-crete experiment, reflective observation, abstract generalization and application, focused on practice-appli-cation-further practice in the teaching process, readjusted and set practical objectives, contents, teaching methods, evaluation, and used questionnaire and interview method to evaluate the teaching effect, which enriched the teaching content of the course and improved the effectiveness of students'!practice learning.
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According to the experience of teaching the science of Chinese Medical Herbs Preparation,the author gives some advice such as choosing typical drugs,providing examples and setting up comprehensive and contriving experiments etc,which is worth referring to in teaching es-pecially for those who have less time in experiments.
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To discuss the physiology teaching mode and method for adult higher education and aim to improve high effect and quality of teaching,we should use visual thinking and divergent thinking in class,and employ interactive and elicitation teaching method,pay attention to connect physiology with clinical practice,and make the lectures in class lively to stimulate students'interior incentive,improve students'ablitiy of comprehensive thinking and cultivate students to use physiological knowledge to analyze and solve the problems.
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The article is to discuss the physiology teaching methods for the foreign students.The teaching effect can be highly improved by preparing well before the class,reforming teaching methods and renovating systems of review and examination.
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Current situation and existed problems on bilingual teaching of molecular biology in medicine in our university were described in brief in present paper.According to actual teaching conditions of our university,and the developmental tendency on bilingual teaching in our state,some suggestions on promoting bilingual teaching of molecular biology in medicine,such as,bilingual teaching materials selection,course arrangement,teaching methods reformation,teachers training etc,were provided.