Anatomy Terminology Performance is Improved by Combining Jigsaws,Retrieval Practice,and Cumulative Quizzing

Science courses containing English-language terminology are a common implement in “English as a foreign language” (EFL) countries across the globe. In many of these countries, licensing examinations place added significance on terminology competence by requiring health science graduates to demonstrate mastery of English-language anatomy terms. In recent years, a wealth of research has shown active learning can offer many benefits over lecture-based, didactic approaches. Despite this work, very little has been done to test the potential of active learning in improving medical terminology performance. The present study explores this potential in two human gross anatomy lecture courses in South Korea, collecting performance and survey data from 399 undergraduates over a period of four years. Jigsaws, retrieval practice, and regular cumulative quizzing were used to mitigate three learning challenges specific to the study context: high vocabulary volume, low feelings of control over learning, and difficulties with exam preparation. The results show the reforms significantly improved both performance and learning attitudes, with students overwhelmingly favoring the use of new methods over lecture when taught using a mixture of both. Given that science learning often resembles the process of learning a foreign language, this study offers broad potential for improving terminology competence across disciplines, even for non-EFL students.     

构建多维度大学生党员理想信念教育平台的对策思考

大学生党员理想信念教育是高校党建和思想政治教育的核心内容,对大学生党员的成长、成才及未来的发展起着非常重要的作用。新形势下要构建丰富多彩的校园文化平台、具有现实针对性和可操作性的社会实践平台、充满温暖的家庭教育平台和畅通有效的网络通讯平台。     

坚持教学科研并重充分发挥高水平理科的支撑作用--新建理工类本科院校理科建设的探索与思考

升本十年来，常熟理工学院理科在教学科研、学科建设、人才培养方面取得了显著成绩，发挥了建设理工本科高校的重要支撑作用，积累了理工结合与交叉双向渗透贯穿转型发展全过程的实践经验。基于应用技术大学建设的目标定位，提出：设置应用性理科专业，重视学科交叉与渗透，教学科研互动互促，科研成果反哺教学，建设应用理科的课程体系，注重培养应用型人才。     

Exploring the Utility and Student Perceptions of Synthetic Cadavers in an Undergraduate Human Anatomy Course

The synthetic cadaver is a high-fidelity model intended to replace or supplement other anatomy learning modalities. Academic attainment and student perceptions were examined in an undergraduate human anatomy course using a combination of plastic models and synthetic cadavers to learn lower body anatomy (“Experimental group”), compared to a Historical group who used only plastic models. Grades on an upper body test, for which both groups used only plastic models, were compared to ensure that no academic differences existed between groups (P = 0.7653). Students in the Experimental group performed better on the lower body test for which they used both plastic models and synthetic cadavers (median = 73.8% (95% CI: 72.0%-75.0%) compared to the Historical group (70.1% (95% CI: 68.3%-70.7%), P < 0.0001); however, less than half of students (49%) attributed this to the synthetic cadavers. Students' perception of laboratory resources (P < 0.0001) and learning experience (P < 0.0001) both improved with the addition of synthetic cadavers compared to using only plastic models, and 60% of students in the Experimental group agreed that the synthetic cadavers would be a key reason that they would choose that institution for undergraduate studies. This investigation showed improved student grades when plastic models and synthetic cadavers were combined, in addition to improved student perceptions of the learning experience. Results of the student questionnaires also suggested that although synthetic cadavers carry a notable up-front cost, they may be a useful recruitment tool for institutions.     

Confessions of a Late Bloomer: Use and Acceptance of an E-Books Program in an Undergraduate Library

Although e-books date back to the 1970s, the peak of academic adoption was in the early to mid-2000s. At the beginning of the 2012/2013 academic year, the Franklin & Marshall (F&M) College Library had roughly 500,000 print volumes cataloged and only 12 e-books. By the end of that year, the catalog contained approximately 120,000 e-books. In February 2014, the F&M College Library conducted a campus-wide survey about e-books. By comparing these results with F&M’s usage statistics, the Library found practical suggestions on how to improve current acceptance and usage of e-books.     

综合美国大学教育方法改进大学工科教学

作者和美国北卡罗来纳农工州立大学合作开设课程———生产制造过程中仿真优化和建模。此课程模拟了美国课堂教学方式,采用全英文进行授课,营造了交流互动式的学习环境,并且以实际项目为基础,介绍了如何建立加工过程的物理模型,它着眼于提高学生的批判性思维和解决实际问题的能力,避免了灌输式的传统教学模式。文章主要介绍了此门课程的设计与教学方法,也讨论了进一步提高其他工科教学质量的未来计划。     

《市场营销》教学方法探析――以某应用型本科院校为例

《市场营销》教学常用方法颇多,但在实施中总体效果并不乐观,存在案例选择不当、非专业学生学习困难、课堂缺乏互动、整体效果难预测等问题。以某应用型本科院校为例,分析学生是一群易受网络语言影响、有求知欲、求胜心、求关爱的"90后"。因此市场营销课堂应根据学生的特点与需求,将学生当作服务对象,采用适当教学方法,激发他们学习兴趣。最后以教学中"产品生命周期"为例,简述可采用的教学方法。     

关于地方本科院校开设ESP课程的探讨

大学英语是高等教育课程中非常重要的基础课程,目的是为了让学生了解并使用英语进行高层次的沟通,但是现有的大学英语以英语基础知识为主,并采用单一的教学方法,这些弊端已经限制了大学英语的健康发展。此外基本的英语知识也已经无法满足当代大学生的学术需求因此并未达到应有的教学效果。大学英语一直沿用传统的EGP教学,为了寻求大学英语的突破,部分人士将目光关注到了ESP研究,认为用ESP取代EGP才能给大学英语带来新的发展。就目前我国的高等教育现状而言单纯的采用ESP教学来取代现有的大学英语教学并不科学合理。本文以地方本科院校为研究点,以地方本科院校的实际教学与师资条件入手探讨了当下如何在地方本科院校合理的开设ESP课程。     

全面深化本科教育教学改革

全面深化本科教育教学改革,必须充分认清高等教育教学改革的形势,把握本科教育教学改革的总体要求,全面深化本科教育教学改革的主要举措,加快推动新建本科院校转型发展。