护理学实验教学改革的理论与实践

护理学是 门实践性很强的综合性应用学科.大连大学护理学专业借助综合性大学优势,始终把学生核心能力培养作为育人重点,在理论教学与实验教学方面进行了多项研究与改革,提出了具有一定特色的思路与方案.     

双语教学模式在护理专业实践中的探索研究

双语教学在经济全球化的推动下发展成为我国医护院校中培养高素质人才的必然趋势。结合双语教学的理论基础探讨双语教学在护理专业教学中的问题以及解决途径,目的是提高双语教学在高校实践中的教学效果。     

Disciplinary epistemologies,generic attributes and undergraduate academic writing in nursing and midwifery

Generic attributes such as ‘holding a critical stance’, ‘using evidence to support claims’, and ‘projecting an impersonal voice’ are central to disciplinary academic writing in higher education. These attributes, also referred to as ‘skills’, have for a long time been conceptualised as transferable in that once learnt students are able to use them in a variety of contexts and for a range of needs. Over the past few years, however, the conceptualisation of these attributes as transferable has come under close scrutiny as they have been identified to be highly context-sensitive rather than context-flexible as they were once thought to be. Drawing on data from a 2-year study on undergraduate academic writing in nursing and midwifery at a university in the UK, this paper critically examines the role of disciplinary epistemologies in the conceptualisation of these attributes in the two disciplines, and demonstrates how these beliefs help to shape academic writing at undergraduate level, thus contributing to debates on generic skills and attributes and specificity in disciplinary discourses. The paper concludes by highlighting the importance for writers to examine how knowledge is displayed, constructed and communicated in their disciplines, and the significance of analysing the relationship between disciplinary epistemologies, generic attributes and academic writing as a way of gaining access to and producing central discourses in their professional community.     

加权幂平均函数的性质和应用

总结加权幂平均函数的性质并给出性质的应用.     

男护生护理教育现状分析及对策

分析我国男护生的教育现状、优势和妨碍发展因素,探袭解决男护生目前状况的对策。     

Let's get beyond community and practice: the many meanings of learning by participating

This article is an attempt to tease out what is so often termed learning through participation. Drawing on the analysis undertaken by the Learning Outcomes Thematic Group, the use of the participation metaphor in TLRP projects is discussed. The conclusion arrived at is that its use appears mainly to focus on behaviour and engagement in practices. After looking at the cognitive potential to be found in both cultural psychology and in the work that has its origins in interactionism and developmental psychology, the article cautions against simply seeing participation as another way of looking at behaviour and how it is shaped by context. It calls for a recognition of the cognitive elements in socio-cultural and activity theory frameworks and their capacity to explain how we learn new practices. It argues that a focus on coming to know or sense making requires a discursive shift that allows a rethinking of what is meant by acquisition. The implications of these frameworks for assessment are also touched upon.     

美国护理教育思想及其对我国的启示

美国的护理教育的发展已构建起一个由低级到高级;从应用型培养到研究型培养的完整体系。中国的医护教育面临诸多问题:如教学设计安排不当;培养目标偏失;基础薄弱且扩张过快等。美国先进的护理教育体系在课程体系、教学监控及其评价方式等方面具有一定的启示和借鉴意义。     

陆游宦蜀期间佛道倾向的变化及其原因探微

本文依据《剑南诗稿》对陆游入蜀及在汉期间与离汉宦期间有小涉于佛、道内容的作品进行了具体的对比分析,从而说明陆游佛道倾向的前后变化及其导致变化的原因。     

Meanings within meanings: skilled readers activate irrelevant meanings of radicals in Chinese

Reading and Writing - Many characters in written Chinese incorporate components (radicals) that provide cues to meaning. These cues are often partial, and some are misleading because they are...     

均半径圆弧拟合与二次修正法在渐开线转子刨削加工中的应用

为有效提高罗茨风机转子刨削加工精度,针对刨床刀架系统刚性不足的问题,提出采用误差抵消的方法在数控程序中进行补偿。以3L5系列罗茨风机转子为例,详细介绍了均半径圆弧拟合转子渐开线的过程;在此基础上,对产生误差区域进行局部偏移并作二次修正,以保证转子最终加工精度。实践证明,该方法是用经济型数控刨床加工出高质量渐开线转子的可行之路。     

利用SimMan仿真模拟人开展成人护理（外护）理实一体化教学初探

对51名护理专业学生应用SimMan仿真模拟人进行教学,并采用问卷调查形式让学生对新教学模式进行评价。2.2%学生认为新教学模式更有利于培养团队合作精神,90.2%学生认为新教学模式更有利于各学科知识的融会贯通,94.1%学生认为新教学模式更有利于与临床无缝对接。SimMan仿真模拟人进行成人护理（外护）理实一体化教学有利于提高学生临床问题处理能力,但仍需继续改进。     

新世纪普通高校体育教师管理对策研究

采用文献资料、专家咨询、典型调查、数理统计和比较法对新世纪我国普通高校体育教师的管理对策进行了探讨及研究。对高校体育教师的个性心理特征、职业特点、学历及职称结构、体育系部团结、政务公开程度等方面进行剖析,认为对新世纪我国普通高校体育教师的管理应从引导、激励、民主、阳光政务、以人为本等方面着手。做到“决策民主化、办事公开化、工作制度化、教学规范化”,减少内耗、齐心协力、众志成城,为繁荣我国体育事业而努力．     

宋代的诸子平均析产方式

诸子平均析产方式是我国传统的分家方式.宋代诸子平均析产有两种具体方式:一为多次性析产承户方式,二为一次性继产承户方式.析产过程以平均为原则,两宋时期已经有较完备的分家文书,但现存的文书原件极少.     

PBL教学方法在心理统计学中的探索与实践

文章基于PBL教学方法的理念,主要介绍了心理统计学的学科特点与地位,学生学习心理统计学的自我体验以及基于PBL教学理念对心理统计学的教学探索与实践,包括创设问题情境、小组讨论问题、教师积极反馈、注重问题的实际应用、利用现代化教学手段解决复杂问题等。     

微分形式的变分原理及应用

利用D'Alembert-Lagrange微分变分原理和等时变分,推出了速度空间和加速度空间的微分变分原理,在坐标空间微分变分原理的基础上,建立了坐标空间的三种基本动力学方程形式,实现了微分变分原理的统一.举例说明应用.     

A comparison of reading comprehension knowledge in above average,average and below average comprehenders: A study in metacomprehension

Differences which exist between different groups of reading comprehenders were examined through an interview approach. Thirty sixth graders, representing above average, average and below average reading comprehenders, were interviewed as they completed 4 sets of reading comprehension exercises. Statistically significant differences were found between the three groups for correct monitoring of textual information and answering strategies: unsuccessful use of recall. Significant differences were found between the above average and below average groups for, schema about text structure; schema about solution strategies; knowledge of the given text; and incorrect monitoring of textual information. The above average and average comprehenders were found to have a significant difference on the variable, answering strategies; unsuccessful use of lookbacks. The results are discussed in terms of metacomprehension ability.     

Developing healthcare practice through action learning: individual and group journeys

Action Learning is now a well established strategy for reflective inquiry in healthcare. Whilst a great deal is know about action learning there has been inadequate research on the process of learning that takes place, and the impact that this holds for individuals, groups or organisations. This article reports on the findings of 15-month action learning program based in a special care nursery. A realistic evaluation of the program uncovered individual and group journeys and provide evidence that action learning is an effective strategy in practice development.     

社区老年病防治的实践和认识

社区老年病防治是社区卫生、慢性病防治工作的重点和重要课题。通过讨论老年病的特征,社区卫生实际工作中老年病典型病例的分析,对社区老年病防治提出了对策。     

痤疮洗剂倒膜联合面膜用于面部痤疮治疗及护理

目的:应用痤疮洗剂倒膜联合面膜治疗面部痤疮的同时,重视护理,提高临床疗效.方法:采用痤疮洗剂倒膜面膜治疗痤疮,每周一次,并将周到严谨的护理服务贯穿于治疗全过程.结果:106例面部痤疮患者经1-4周的治疗,痊愈75例(70-75%),显效31例(29.25%)、有效0例,无效0例,无一例出现不良反应.结论:对面部痤疮患者采用痤疮洗剂倒膜联合面膜进行治疗和护理,临床效果显著.     

Learning to teach science: Personal epistemologies,teaching goals,and practices of teaching

The purpose of this study was to understand what personal epistemologies and science teaching goals preservice secondary science teachers of a teacher education program in the USA bring with them to their learning to teach and how they translate such beliefs into actions. A set of essay questions, developed through a pilot study, was used to identify preservice teachers’ personal epistemologies and teaching goals at the beginning of science methods instruction. Classroom observation reports, video recorded teaching episodes, lesson plans and self-video reflections were collected to identify connections between their epistemologies, teaching goals, and practice of teaching. Relational and ontological dimensions of epistemological beliefs were found to be useful for understanding preservice teachers’ personal epistemologies and teaching practices. The data suggests that the participants’ espoused teaching goals were relevant to their personal epistemologies when differentiating naïve personal epistemologies from the sophisticated, and their emerging teaching practices demonstrated shifts in personal epistemologies and potential for further development in teaching practices. Findings indicate sources of how teaching practices are shaped. Implications for teacher education include needs for addressing ways to deal with teaching constraints for constructivist teaching approaches, collaboration with content course instructors, critical reflection on field experience, and developing induction programs that support continuing development of emerging teaching practices.