Understanding Of Theoretical Knowledge Research Articles

Practical effect of different teaching modes in teaching gastrointestinal surgery nursing.

With the continuous development and progress of medical technology, the position of surgical nursing in the field of clinical medicine is becoming increasingly prominent. As an important branch of the surgical field, the nursing requirements and difficulty of gastrointestinal surgery are also increasing. In order to improve the teaching quality of nursing care in gastrointestinal surgery, many educators and researchers are actively exploring new teaching methods. Among them, the teaching method case-based learning (CBL), scene-simulated learning (SSL), task-based learning (TBL), combining self-evaluation and training mode is considered as an effective method. This method aims to help students to better master knowledge and skills and improve their comprehensive quality by cultivating their self-evaluation ability. To explore the practical effect of CBL-SSL-TBL combined with training mode and student self-assessment in nursing teaching of gastrointestinal surgery. Seventy-one nursing interns in our hospital from December 2020 to December 2021 were selected. According to different teaching modes, they were divided into observation group CBL-SSL-TBL combined with training mode combined with student self-assessment and control group (conventional teaching mode), of which 36 were in observation group and 35 were in control group. The results of operational skills, theoretical knowledge, nursing students' satisfaction, learning effectiveness questionnaire and teaching effect were compared between the two groups. Compared between the two groups, the operational skills and theoretical knowledge scores of the observation group were higher than those of the control group, and the difference was statistically significant (P < 0.05). Compared between the two groups, the total satisfaction ratio of the observation group was higher than that of the control group, the difference was statistically significant (P < 0.05). Compared between the two groups, the observation group was lower than the control group in the questionnaire results of learning efficacy, and the difference was statistically significant (P < 0.05). Compared between the two groups, the proportion of thinking ability, subjective initiative and understanding of theoretical knowledge in the observation group was higher than that in the control group, the difference was statistically significant (P < 0.05). The use of CBL-SSL-TBL combined with training mode and student self-assessment in gastrointestinal surgery nursing teaching can improve the operational skills of nursing interns, theoretical knowledge and satisfaction scores of nursing students, improve the results of learning efficiency questionnaire and teaching effect, which can be popularized in clinical teaching.

Application Of Project-Based Learning In College English Teaching

With the improvement of economic level, Internet technology has achieved relatively rapid development, and more emerging concepts have been applied to university teaching. In this case, project-based teaching emerged and developed. With the help of project-based teaching method, teachers can enhance their understanding of theoretical knowledge and design targeted teaching modes, so as to show the maximum effect of project-based learning and make college English teaching more smoothly. The shaping of cartoon images needs to combine language, music, props, scenes, etc., and the use of these elements needs to highlight the region. Specific cartoon characters are generally born in specific regional culture, and conversely, the image of cartoon characters can also reflect regional characteristics. Therefore, the integration of regional elements in animation can effectively promote regional culture and spread regional spirit. In this regard, Japan is very prescient. Many Japanese cartoons show Japanese national culture and characteristics in their animation works, thus achieving good communication effects. For example, Naruto and Doraemon contain Japanese food, kimono, samurai spirit, ninjutsu and so on. After watching the cartoons, many audiences will have A certain understanding of Japan, and the cartoons have enhanced the influence of Japan.

Application of Flipped Classroom Combined with PBL Teaching Method in the Teaching of Respiratory Intensive Care Unit Nursing

Objective: The aim is to investigate the application effect of flipped classroom combined with problem-based learning (PBL) teaching method in the teaching of respiratory intensive care unit nursing. Methods: 100 fresh nursing students who were interned in the respiratory intensive care unit of our hospital from June 2020 to May 2022 were selected and randomly divided into 50 students in the control group and 50 students in the experimental group. The students in the control group were taught by PBL teaching method, and the students in the experimental group were taught by flipped classroom combined with PBL teaching method. After the completion of the teaching, the teachers combined the performance of the two groups of students, and scored them comprehensively in terms of their professional theoretical knowledge, clinical operation skills, independent learning ability, and teamwork ability, and carried out a survey of the experimental group’s students in terms of their satisfaction with the understanding of theoretical knowledge, clinical operation, independent learning ability, teamwork ability, and other dimensions. Results: There was no statistical significance in the specialized theoretical knowledge scores of the two groups of students (P &gt; 0.05). The scores of clinical operation, independent learning ability, and teamwork ability of the two groups of students were statistically significant (P &lt; 0.05), and all the scores of the students in the experimental group were higher than that of the control group. More than 90% of the students believed that the flipped classroom combined with PBL teaching method could assist in the comprehension of theoretical knowledge, improve the clinical operation skills, enhance the ability of independent learning and teamwork; there were 92% of the students supported the use of flipped classroom combined with PBL teaching in respiratory intensive care unit nursing teaching. Conclusion: In the teaching of respiratory intensive care unit nursing, the use of flipped classroom combined with PBL teaching method can improve the learning effect of students, and has certain value in teaching.

Research on Curriculum Teaching Reform and Practice Based on OBE Concept - Taking the Course of "Urban Rail Transit Operation Organization" as an Example

In order to implement the implementation plan of China's higher vocational education reform and strengthen the skill cultivation of vocational students, this article adopts the teaching philosophy of "student-centered, output oriented, and continuous improvement" to reform and practice the curriculum organization, curriculum content, teaching methods, and curriculum evaluation. The teaching objectives support the specification of talent cultivation, the teaching content aligns with the job requirements of enterprise positions, the teaching methods reflect student-centered, the assessment and evaluation focus on the combination of process evaluation, professional literacy and ideological and political evaluation, and the achievement of course objectives. It not only focuses on students' understanding of theoretical knowledge, but also emphasizes the training of practical skills, and emphasizes the cultivation of students' quality. Practice has proven that this method effectively enhances students' awareness of autonomous learning and significantly improves teaching effectiveness.

Exploration of the Application Effect of the Darongtong Course Model Based on Deep Learning Enhancement in Nursing.

In order to explore the application effect of the Darongtong course model based on deep learning enhancement in nursing, a total of 500 students in the school are investigated. The students in the contrast set are given the traditional teaching mode, and the students in the research set are provided with a teaching method based on deep learning-enhanced Darongtong mode. The evaluation results, teaching quality, students' cognition of teaching effect and their satisfaction with teaching mode before and after teaching were compared between the two groups. From the experimental results, it can be seen that the application of Datong general teaching based on deep learning in school nursing students can not only deepen students' understanding of theoretical knowledge, improve clinical skills, cultivate students' nurse patient communication skills and clinical thinking, but also improve students' subjective initiative. It is clearly evident that the Darongtong course model based on deep learning enhancement in nursing can stimulate students' interest in learning, and improve their self-study ability and problem-solving ability effectively.

PROFESSIONAL TRAINING OF FUTURE TEACHERS OF MATHEMATICS: THE PROBLEM OF FORMING CRITICAL THINKING

The relevance of the problem under consideration. In the process of training at the pedagogical university, the educational activities of future mathematics teachers should acquire the features of his professional activity, so in addition to mastering knowledge, must have the ability to control mental processes, justify, identify problems and find their own solutions, be able to defend their opinions, choice of elements of educational content and teaching methods in lesson design. These provisions intensify the problem of developing critical thinking of future mathematics teachers in the process of their professional training. The purpose of the study is to reveal ways to organize the process of professional training of future teachers of mathematics, which will contribute to the effective formation of their critical thinking in the study of professional mathematical disciplines. Research methods: theoretical: analysis, systematization and generalization of pedagogical and psychological research. Critical thinking is the most important component of the training of future mathematics teachers. Critical thinking of the teacher is generally defined as a type of evaluative thinking activity, based on the formed skills of a certain type, which contributes to the understanding of theoretical knowledge, translating them into practical activities and predicting results. Methods of training future teachers of mathematics, focused on the formation of critical thinking skills, includes the organization of the educational process based on involving students in active cognitive activities using various methods of working with information and development of specially designed sets of tasks.

The Concept of Creating Visual Content for Promotion in the Media Space (on the example of cultural and event tourism)

A competitive, attractive and even unique project or product, without its wide representation in the information space, will not receive proper implementation and response. Without effective promotion in the mass media, and this applies to almost any sphere from the economy to culture, the creation process will be incomplete and incomplete. Creating a visual production requires a deep understanding of various communication processes: the laws of communication, the basics of audience perception, cognitive principles, as well as the basics of drama and Public Relations. The article is based on the understanding of theoretical knowledge and scientific sources on this topic, as well as the practical long-term experience of the author of the study in creating visual works of different genres, styles and directions. The material of this study is given on the example of the sphere of cultural and event tourism, however, the scope of application is much wider. This concept, due to its universality, can be used for the preparation of visual works and their further promotion in the media space in various fields of application, e.g. economy, society, culture, ecology, besides it provides a methodological component for teaching students of specialized areas.

RETRACTED: Application analysis of scenario simulation teaching method combined with progressive teaching mode in clinical teaching of orthopaedic nursing

Objective To investigate the application value of scenario simulation teaching method combined with progressive teaching mode in clinical teaching of orthopedic nursing. Methods 104 nursing interns who were employed in the orthopedics department of our hospital from March 2018 to March 2020 were selected and randomly divided into traditional teaching (TT) group (n = 52) and joint teaching (JT) group (n = 52). Among them, the traditional teaching mode was adopted in the TT group, while the scenario simulation teaching method combined with progressive teaching mode was adopted in the JT group. The theoretical examination results, performance assessment results, comprehensive assessment results, the scores of nurse-patient communication skills, the CTDI-CV (Critical Thinking Disposition Inventory-Chinese Version) scores and the teaching satisfaction in the two groups of nursing interns were compared and analyzed. Results The theoretical examination results, performance assessment results and comprehensive assessment results in the JT group were significantly better than those in the TT group, with statistical differences (P &lt; 0.05, t = 12.91, t = 11.65, t = 9.92). The scores of nurse-patient communication skills and the CTDI-CV scores in the JT group were significantly better than those in the TT group, with statistical differences (P &lt; 0.05, t = 22.18, t = 16.88). Teaching satisfaction of 94.23% in the JT group was significantly higher than 73.08% in the TT group, with statistical differences (P &lt; 0.05, χ2 = 11.6050). Conclusion The application of scenario simulation teaching method combined with progressive teaching mode in clinical teaching of orthopedic nursing can effectively consolidate nursing interns’ understanding of theoretical knowledge and significantly improve the proficiency in operating skills, the nurse-patient communication skills, the critical thinking ability in judging patients' conditions and nursing measures, as well as the nursing interns' teaching satisfaction of nursing, which is of positive significance to improve nursing interns’ nursing quality.

Assessment of intellectual property-driven innovation and entrepreneurial development using fuzzy analytical method

Nowadays, innovation and entrepreneurial development is increasingly accepted as the source of wealth, competitiveness, and advancement of modern society, thereby becoming a component of political agenda of developed and emerging countries. In China, intellectual property education gains unprecedented development during the construction of considerable power in intellectual property and innovation-driven strategy. However, integration is rare for interdisciplinary knowledge –a training system integrating intellectual property education and practical abilities of innovation and entrepreneurship in universities and colleges in China. As a result, college students have significantly lower practical ability in solving problems with intellectual properties compared with their understanding of theoretical knowledge. Innovation and entrepreneurship observe not only a certain validity assumption, but also a structured method. On this basis, this study proposes a talent training system of “setting up a goal, integrating a framework, designing a method and establishing a system”. Based on fuzzy analysis, the intellectual property education of universities and colleges in China and improvement of abilities among Chinese university students in innovation and entrepreneurship are taken as the research objective. Through theory-driven practice intellectual property education is included into the innovation and entrepreneurship framework to stimulate innovative thinking and introduce a scientific evaluation system to drive development.

Industrial Attachment and Employability: Perspectives of Graphic Design Students and Industrial Supervisors

To provide students with career focused tertiary education that enhances employability for middle-level supervisory and managerial positions in business and industry in Ghana, the Polytechnic Act 2007, Act 754, was enacted. This Act makes it mandatory for all students to undertake Industrial Attachment. The focus of Industrial Attachment is to help enhance graduate employability through the acquisition of employable skills and knowledge, to assist students to build or improve their personal skills to increase their chances of obtaining secured jobs in their respective fields of study and to be able to contribute meaningfully to economic growth and national development (Walker II, 2011; Nunfam et al 2015). Although Graphic Design students spend six months (on different vacation periods) out of the total three years on the HND Programme on Industrial Attachment, yet most of them find it difficult to obtain jobs relating to their area of specialities, while some of those employed in the Graphic Design industry also lack the needed industrial skills to enable them to perform effectively (Nunfam et al 2015). The aim of this paper was to explore and describe the extent to which Graphic Design students of the Takoradi Technical University are equipped with industrial experience and practical skills through Industrial Attachment to enhance employability. Mixed research strategy (Qualitative and Quantitative) was employed. A case study research design was used, and research instruments employed to obtain data were survey questionnaire and interview for the collection of qualitative and quantitative data to answer the research question: What are the perceptions of students and industrial supervisors on the impact of Industrial Attachment on employability? Purposive sampling technique was used to select a sample of 217 respondents, made up of 209 level 300 students and 8 industrial supervisors.Qualitative data was analysed through thematic analysis and quantitative data was also analysed with SPSS statistics software. Students have good understanding of theoretical knowledge. However, due to ineffective collaboration between Takoradi Technical University and the various industries, and the lack of effective strategic management of the Industrial Attachment programme, some students have limited practical skills. Collaboration between Takoradi Technical University and industries is critical for the development of employability skills. For Graphic Design students to benefit from the Industrial Attachment programme, all stakeholders of Takoradi Technical University need to put in the technical expertise, resources, infrastructure, incentives and motivations to foster a seamless partnership between the University and the industries. Also, the current inadequate Industrial Attachment programme requires a critical evaluation through effective strategic management. Keywords: Technical University Education, Industrial attachment, Graphic Design, Employability skills. DOI: 10.7176/JEP/11-18-10 Publication date: June 30th 2020

Effect of flipped classroom in functional experiment teaching

Objective To investigate the effect of flipped classroom in functional experiment teaching. Methods A total of 86 medical students from 4 classes of Tongji University School of Medicine were selected as subjects. 44 students were randomly selected from 2 classes as experimental group using flipped classroom as teaching approach; 42 students were randomly selected from the other 2 classes as control group using traditional teaching method. The teaching effect was assessed by objective evaluation and subjective evaluation. SPSS 22.0 was used for data analysis. The t-test was used for objective evaluation, and the chi-square test was used for subjective evaluation. Results There were significant differences in the scores of experimental reports [(45.00±2.63) vs. (41.05±3.62), t=5.766, P<0.01] and experimental operation [(48.27±2.31) vs. (44.79±3.04), t=5.962, P<0.01] between the experimental group and the control group. The statistical analysis of subjective evaluation showed that compared with the control group, the experimental group had a significantly higher number of students who selected or very helpful in improving self-learning ability, innovation ability, understanding of theoretical knowledge, and communication ability (P<0.05). Conclusion The teaching method of flipped classroom applied in medical functional experiments can improve students' operation ability, self-learning ability, innovation ability, and communication ability and deepen their understanding of theoretical knowledge. Key words: Flipped classroom; Medical functional experiment; Teaching effect

The understanding and recall of school children in Mumbai in compression only life support cardiopulmonary resuscitation.

Background and Aims:Out of hospital cardiac arrest (OHCA) is a leading cause of mortality worldwide. Increased bystander cardiopulmonary resuscitation (CPR) is observed in regions where school CPR training has been mandatory and led to reduced mortality by OHCA. We would like to explore the feasibility of teaching compression only life support (COLS) CPR to Indian school children through the following objectives determining their understanding of theoretical knowledge after a training session in the Indian Society of Anaesthesiologists' (ISA) COLS protocol and reviewing the information recall three months later.Methods:The participants of this quasi-experimental study were 132 school children, aged 12 to 15. The children were all below the age of 18 and consent was obtained vicariously through the principals of the schools and assent from the students in the form of willingness to answer the multiple-choice questionnaires. The study sample comprised of participants who responded to both questionnaires, immediately post-training session and three months later. Their responses were compiled in Excel and analysed using the paired t-test and R programming language.Results:None of the children had any previous knowledge on COLS. A one-hour session in COLS proved sufficient to increase the baseline knowledge with a mean post-training score by 82%. On comparing the two scores obtained, a statistically significant attrition rate was observed (P < 0.001).Conclusion:The children exhibited good understanding of COLS after a single training session. This makes us believe that more periodic revision, probably by inclusion of COLS in school curricula could be a satisfactory solution towards lowering the attrition in knowledge recall.

Innovative Comprehensive Experiments to Study the Morphological Changes of Apoptotic Cells for Undergraduate Education.

This innovative comprehensive experiment is a compulsory course for third-year undergraduate students in the eight-year training program leading to a Doctor of Medicine degree or Doctor of Philosophy degree at Peking University Health Science Center (PKUHSC). There is a critical educational need to prepare these students for the increasing accessibility of research experience. This experimental curriculum of medical cell biology was developed to fulfill such a requirement, which consists of three experiments, including the MTT (3-(4,5-dimethylthiazol-2-yl)-2,5-diphenyltetrazolium bromide tetrazolium) assay and the immunofluorescence and comet assays to observe antitumor drug-induced cell apoptosis. This experiment-based teaching system provides the participating students an opportunity to enhance their understanding of important biological research techniques and the instrumentation involved and to foster a better understanding of the research process within the classroom. Upon completion of the course, students' feedback showed that the curriculum increased their confidence in performing molecular techniques, and they reported positively on doing a research project in class. This course helped students improve their understanding of theoretical knowledge and actual research processes and contributed to their foundation for future research. © 2019 International Union of Biochemistry and Molecular Biology, 47(3):348-354, 2019.

Evaluation of micro-orthics teaching based on online micro-teaching

Objective To assess the effect of micro-orthics teaching based on the online microteaching. Methods 116 students were randomly divided into test group and control group. With same clinical orthopedic teaching content, the micro-course network teaching mode and traditional teaching mode were adopted respectively. After the clinical internship, the two groups of students were assessed both in theoretical knowledge and clinical skills and self-designed questionnaire was carried out. The test results were analyzed by t-test and Spearman rank correlation method through SPSS 23.0 data analysis. Results The theoretical scores of students in two groups after online micro-teaching were compared with a t value of -3.976 and a P value of 0.000. The clinical skill assessment scores were compared with a t value of -5.999 and a P value of 0.000, indicating that the theoretical scores of the test group, especially the clinical skills assessment scores were significant higher than that of the control group (P<0.05). In the questionnaire survey results, for the understanding of the following five items, effectiveness of teaching methods, promotion of interaction between teachers and students, promotion of clinical learning, systematic establishment of clinical thinking, and deepening understanding of theoretical knowledge, the test group's satisfaction rate was obviously higher than that of the control group, and the difference was statistically significant (P<0.05). Conclusions The micro-course online teaching model significantly improves the clinical teaching quality of micro orthopaedics and promotes students' autonomy and enthusiasm in learing. However, it is still necessary to further develop and improve the micro-curricular teaching and interactive system to achieve more systematic and long-lasting teaching effects. Key words: Microlecture; Online teaching; Micro-orthics; Assessment

Representing in the Student Laboratory

In this essay, I will expand the philosophical discussion about the representational practice in science to examine its role in science education through four case studies. The cases are of what I call ‘educational laboratory experiments’ (ELEs), performative models used representationally by students to come to a better understanding of theoretical knowledge of a scientific discipline. The studies help to demonstrate some idiosyncratic features of representational practices in science education, most importantly a lack of novelty and discovery built into the ELEs as their methodology is solidified when it becomes a widely spread educational tool within a discipline. There is thus an irreducible role for the historical development of ELEs in understanding their representational nature and use. The important role of the historical development of ELEs leads to an interesting way that educators can use ELEs as a means of connecting students to important historical developments within their disciplines.

Application of case analysis in clinical practice teaching for cardiology nursing undergraduates

Objectives To explore the effect of case analysis method in clinical nursing practice teaching of cardiology diseases. Methods 48 nursing undergraduates in cardiology department from July 2015 to May 2017 were selected into experimental group and 50 nursing undergraduates from July 2013 to June 2015 in cardiology department were retrospectively divided into control group. The control group adopted small lectures to explain the nursing assessment, diagnosis and nursing measures to the students. In experimental group, case analysis method was applied into nursing practice teaching, which concluded guiding group students to choose common kinds of typical cases firstly, collecting the patient's information, reviewing nursing assessment, diagnosis and intervention of the selected disease, and finally comparing cases with theoretical knowledge. After that, group students should apply case analysis method to clinical nursing practice under the guidance of teachers. Finally, academic performance, overall nursing assessment, and acceptance of the case analysis method in the above two groups were compared. Results The results of experimental group in academic performance [(81.70±3.22) vs. (75.63±3.01)] and in overall nursing examination [(91.93±3.07) vs. (84.27±3.08)] were significantly superior to control group. Meanwhile, the experimental group students showed higher acceptance of case analysis method. Conclusion Case analysis method can help nursing undergraduates to combine theoretical knowledge and clinical practice better, make deeper understanding of theoretical knowledge, apply it in clinical practice neatly, and improve students' ability of critical thinking. Key words: Case analysis; Nursing undergraduates; Clinical nursing practice teaching

The Application Effect of a Massive Open Online Course in Pathogen Biology

Massive Open Online Course is a new teaching mode in recent years, which has become the focus of the world. In this paper, we discuss the role of Massive Open Online Course in the course of pathogen biology according to teaching content, concept, mechanism, understanding of theoretical knowledge and poor memory, etc.

Development of WebGL-based Virtual Teaching Platform for Mold Design

As an outcome of the further development of modern simulation technology, virtual technology has been widely used under the support of computer technology and multimedia technology and provides more interactivity and perceptibility. However, in the past, the design of virtual teaching system was mainly based on theoretical analysis, resulting in low practicability. The appearance of WebGL standard simplifies the procedure of developing web-specific rendering plug-ins, contributing to more seamless 3D scenes and models. This study constructed the theory from several aspects including multimedia teaching effect under cognitive theory, WebGL architecture, design of virtual teaching curriculum based on WebGL, and built a WebGL-based virtual teaching platform for mole design through designing the overall framework and constructing the three-dimensional teaching environment. Practice has proved that the platform makes it convenient for users to create teaching scenarios and engage in interactions, and strengthens students’ understanding of theoretical knowledge and skill practice.

Study of MOOC and Flipped Classroom in Biochemistry Teaching

Massive Open Online Course and Flipped Classroom is a new teaching mode in recent years, which has become the focus of the world. In this paper, we discuss the role of Massive Open Online Course and Flipped Classroom in the course of biochemistry according teaching content, concept, mechanism, understanding of theoretical knowledge and poor memory, etc.

Application of diversified teaching methods in teaching of Organic Chemistry

The content of optical isomerism is the difficult point of organic chemistry teaching, and so case-based learning (CBL), theoretical-experimental integration teaching method and micro class teaching methods are tried to be used in classroom teaching according to the actual teaching situations. For CBL teaching method, the course is guided by the step of introduction-question-discussion and summary-exten-sions; For theoretical-experimental integration teaching method, combined with the theory class, the two experiments including the determination of optical rotation and organic molecular model are set for the opti-cal isomer content, to enhance the students' understanding of theoretical knowledge through the hands-on operation; For micro class teaching method, the key and difficult points of this chapter are dug out and about 10 minutes of video are recorded by using common video software before class, which are introduced in the classroom or provided to students after class for repeated watching, to deepen the students' understanding of the concept and phenomenon of optical isomers. In brief, it is important to combine various teaching method to improve the classroom instructing effectively and stimulate the students' interest in organic chemistry. Key words: Optical isomerism; Case-based learning; Teaching method; Theoretical-experi-mental integration teaching method; Micro class; Molecule model