導入自文化於日語學習中之初探 ―透過「觀光日語」的實踐活動―

<p>本論文是探討台灣中部某所大學開設之「觀光日語」課程改革的實踐報告。本課程的課程設計理念是，學習者可以透過此門課程培養自身理解台灣和日本之間存在的社會和文化的差異。具體而言，於課程中導入台灣在地的題材，讓學習者完成各個在地題材為主題的課題。</p> <p>課程的實踐成果以問卷調查和口頭表現測驗進行評估。問卷調查的問題以 異文化理解為主軸設計的內容，各個問題滿分 5 分的問卷調查以記述統計的統計方式進行統計，其結果為「4.1」以上的平均點，由此得知學習者對於異文化有高度的理解。亦由此結果得知，本實踐活動達成課程目標之一的「培養異文化的學習能力和教養」。</p> <p>其次，由口頭表現測驗的結果得知，有學習者履修此門課程後，其單字的發音變得正確，其口頭表現使用的語彙和句型數量有所增加，語彙和句型的使用亦比修課前呈現更多元的變化。此結果亦達成課程的另一個課程目標「口頭能力表現的進步」。今後將持續進行導入台灣的自文化和在地題材為主題的課程改革。</p> <p>&nbsp;</p><p>This paper discusses the evaluation and revision of a &quot;Travel Japanese&quot; course taught in a university in central Taiwan. The course was designed to develop learners’ capability to understand the cultural and social differences between Taiwan and Japan. In particular, the course incorporates local Taiwanese themes for topics as learners complete lesson tasks.</p> <p>The course results were measured through post-class questionnaires, which surveyed understanding about different cultures on a five-point scale, and oral performance tests. The results of the questionnaires showed average of 4.1 points, indicating a high degree of understanding about other cultures. Therefore, the course can be thought to have accomplished the goal of &quot;cultivating learning and understanding of different cultures.&quot; </p> <p>In addition, the test results for the oral performance tests indicated that through the course learners improved in pronunciation and increased both their vocabulary and the diversity of the sentence patterns they used. Thus, results indicated that the second course goal of &quot;improving oral performance&quot; was also met. The author will continue to implement the self-culture approach and local elements of Taiwan into the course.</p> <p>&nbsp;</p>

The effectiveness of combining e-learning, peer teaching and flipped classroom for delivering physiology laboratory course to nursing students

The Internet and 5G era make e-learning a vital part of modern education, and extensive evidence has shown that peer teaching and flipped classroom contribute to increased success in medical teaching. However, the applicability of these pedagogies in laboratory courses remains largely unexplored. This study aimed to evaluate the academic performance, proficiency in procedural skills and perception of nursing students in physiology laboratory classes delivered using non-traditional classroom (NTC) pedagogies comprising the combination of e-learning, peer teaching and flipped classroom. Each class was sub-divided into two equal halves by successive student identification (ID) and randomly assigned to control or NTC group. Compared to control class, NTC teaching significantly enhanced mean score of six pre-class tests (67.77 ± 9.83 vs. 62.94 ± 9.70), with "B" graders increased obviously, suggesting pre-class e-learning was more effective than textbook-based preview, especially for general grasp of the topic. Similarly, average scores on post-class quizzes in NTC group was improved (79.40 ± 9.12 vs. 74.43 ± 8.88). Lesser time-cost and higher success rates were observed in trachea, artery and heart catheterizations in NTC group , although no disparities were found in ureteral intubation . Majority of (~74%) students supported the reform and shared positive experiences in NTC methodology. They reported virtual experiments and self-paced procedural skill videos affected pre- or in-class learning outcomes most, respectively. These findings indicated NTC pedagogy was workable to improve students' subject scores and proficiency in complicated and direct-viewing procedural skills, and was favorable by students.

A Research-Based Smart Classroom in An Exercise Physiology Course

The outbreak of COVID-19 has accelerated the construction of educational informationization and strengthened the integration and application of education and digitalization. Educators have increased demands for smart education to guarantee the quality of online teaching during the epidemic. As a key factor of smart education, smart classroom is expected to produce an important effect on education and teaching. However, at the present stage, there are some problems with smart classroom, such as complex equipment environment and inadequate combination with professional knowledge. Exercise Physiology is a course with strong practicality. For the traditional teaching mode, it is hard for students to gain a deep understanding of related knowledge. In view of this, this paper attempts to introduce a research-based teaching mode based on the smart classroom environment, make it run through three parts of the class, i.e., pre-class, in-class and post-class, make use of all kinds of equipment and functions in the smart classroom to form an interactive teaching mode that integrates pre-class, in-class and post-class. To be specific, the process includes storing in the cloud, pushing smartly, asking questions, creating scenarios, forming an individual learning mode, combining online teaching method with collaborative learning mode, giving quantitative results according to the status of collaborative learning and finally performing feedback evaluation and expanding after-class knowledge. Through the practical teaching of Exercise Physiology, the teaching mode established in this study can achieve a good teaching effect and teaching quality. In particular, it is of great significance for promoting students’ classroom satisfaction and ability to analyze problems and developing good learning habits in them.

Design and Construction of a PBL Based Evaluation Index System for Classroom Music Education

The quality of classroom education is essential to the construction and development of departments and colleges, and a mirror of the teaching level and quality of teachers. Project-based learning (PBL) tries to create problem scenarios for learners, and encourage them to think deeper and communicate more. Inspired by PBL, this paper analyzes the existing evaluation index systems (EISs) for classroom music education in colleges, and summarizes the application of PBL in music teaching. Besides, a novel EIS is designed and constructed for classroom music education. The results show that: PBL stresses the changes of learners through the learning, and enables teachers to combine pre-, in-, and post-class methods to comprehensively evaluate the music literacy of students; PBL exerts a positive effect on students’ learning. The results lay a theoretical basis for reforming the EIS of classroom music education.

Survey of Pedagogical Content Knowledge (PCK): Teachers’ Views on Reflection

This research aimed to investigate the views on reflection (one aspect of PCK) of six Chinese in-service teachers teaching College English at two universities in the south of China by using a qualitative multiple case study approach. In order to understand the characteristics of the participant teachers’ views on reflection so as to make suggestions for in-service College English teacher education and development in mainland China, three rounds of data collection (pre-, in-, and post-class teaching observation) were conducted and the College English classroom teaching content analysis approach was applied in the data analysis across the cases. The data revealed that the participant teachers generally had a high level of skill in technical reflection but at times were unskilled at reflection-in-action. This case study offers an exemplar for teachers to reflect on their own teaching. It also can guide teacher educators, educational administrators, and policy makers to support teachers’ self-reflection and thus improve student learning.

INVESTIGATING A GENRE-BASED APPROACH TO ENGLISH NEWS WRITING IN COLLEGE

Stemmed from Generic Structure Potential (GSP) Theory, Genre-based Teaching Approach (GTA) is a teaching method based on genre analysis. This study intends to apply GTA to News Writing Course in a Chinese university, hoping to construct a more effective genre-analysis-based teaching mode. Using quantitative methods, this one-semester long study was conducted with two English News Writing classes involving 58 sophomores as the participants. Data were collected through pre- and post-class tests. The result shows that GTA is effective in improving students’ ability of genre analysis and news writing.

Research on Pedagogical Content Knowledge (PCK): Teachers’ Views on Language

This research aimed to investigate the views on language shown in the practices of six Chinese in-service teachers teaching College English at two universities in the south of China by using a qualitative multiple case study approach. These views on language were used to understand the characteristics of the participant teachers’ Pedagogical Content Knowledge (PCK) so as to make suggestions for in-service College English teacher education and development in mainland China. The study included three rounds of data collection (pre-, in-, and post-class teaching observation), and the college English classroom teaching content analysis approach was applied in the data analysis across the cases. Teachers’ views on language include structural, functional, and interactional views. In this study, most participant teachers showed interactional views on language. Another interesting point in the data was that different views on language could be held by a single teacher in one class. This is not really surprising because teachers’ views on language are reflected in their classroom pedagogical tasks.

Bile Acids Impair Vaccine Response in Children With Biliary Atresia

BackgroundVaccination is the best way to protect children under 5 years from death or disability. Children with biliary atresia (BA), which is the most common pediatric cholestatic end-stage liver disease (PELD), are more vulnerable to infectious diseases. However, the vaccination coverage and factors modulating vaccine responses in children with BA are largely unknown.MethodsIn this study, 288 children (median age: 7 months) diagnosed with BA before liver transplantation were enrolled for the evaluation of vaccination status and the factors affecting the immune response to the hepatitis B (HBV) vaccine. Moreover, 49 BA children (median age: 4 months) were enrolled for flow cytometric analysis of CD4+ T cells and CD19+ B cell subsets and correlations with serum bile acid levels.ResultsGenerally, these children had very low routine vaccination rates for the meningococcal serogroup AC (Men AC) (41.2%), measles-mumps-rubella (MMR) (31.3%), poliomyelitis (Polio) (25.3%), hepatitis A (HAV) (25.0%), Japanese encephalitis (JE) (15.0%), diphtheria-tetanus-pertussis (DTP) (14.2%), meningococcal serogroup A (Men A) (13.5%) and varicella (VAR) (10.8%) vaccines, but not for the HBV (96.2%) and bacillus Calmette-Guérin (BCG) (84.7%) vaccines. Remarkably, 19.8% (57/288) of the patients had HBV infection. Out of 220 patients vaccinated for HBV, 113 (51.4%), 85 (38.6%) and 22 (10%) had one, two or three doses of the HBV vaccine, respectively. Furthermore, logistic regression analysis revealed that the bile acid level was an independent factor associated with poor HBV vaccine response (p = 0.03; OR = 0.394; 95% CI = 0.170-0.969). Immunophenotyping showed that bile acids were only negatively correlated with the CD19+CD27+IgG+ post-class-switched memory B cell ratio (p = 0.01).ConclusionThis study reveals the overall vaccination rates of routine vaccines in Chinese BA children are very low and the poor HBV vaccine responses are associated with bile acids, possibly via the inhibition of CD19+CD27+IgG+ post-class-switched memory B cell response.Clinical Trial Registrationhttp://www.chictr.org.cn, identifier ChiCTR1800019165.

Motivating Students to Engage in Preparation for Flipped Classrooms by Using Embedded Quizzes in Pre-class Videos

Background: The success of flipped classrooms is dependent upon students’ preparation prior to class, the lack of which is the most common challenge associated with this teaching methodology. To mitigate this limitation, it is important to develop and assess methods of engaging learners during pre-class activities. Objective: To determine if quiz delivery method (embedded throughout versus after pre-class videos) affects students’ knowledge retention, grades, and video viewing behavior. Methods: Participating students were randomized to take quizzes, either during pre-class videos via Panopto™ (EQV) or after pre-class videos in the traditional manner via Moodle™ (TMM). Outcomes assessed included students’ knowledge retention, scores on pre- and post-class quizzes, and pre-class video viewing behavior (total views and minutes viewed per student) during a three-week period. Having experienced both quizzing modalities during the semester, the perceptions from students in the EQV group were surveyed. Results: Baseline assessment results of both groups (n = 27 per group) were comparable with a median score of 33% (IQR: 17, 50) in both groups. Performance was also similar on knowledge retention [TMM: 67% (50, 83) vs. EQV: 83% (50, 83)], pre-class quiz scores [TMM: 90% (87, 97) vs. EQV: 93% (90, 95)], and post-class quiz scores [TMM: 93% (80, 100) vs. EQV: 87% (80, 100)], while students in the EQV group had more total views [10 (8, 12)] vs. [5 (2, 11)] and minutes viewed [71 (36, 108) vs. 35 (15, 81)]. Results from the perception survey administered to students in the EQV group (74.1% response rate) indicated a preference for embedded quizzes overall (58%) and for class preparation (75%) when compared with post-video quizzes. Conclusion: Students’ knowledge retention and performance were similar in both EQV and TMM groups, though students in the EQV group were more engaged with videos and most of them preferred this quiz delivery. Using embedded quizzes for formative rather than summative assessment might be an appropriate mechanism to encourage students’ viewing of pre-class videos and their preparation for flipped classes.

Strategies for Flipped Learning in the Health Professions Education in South Korea and Their Effects: A Systematic Review

This study aims to identify and synthesize recent literature on the effect and strategies of flipped learning in the health professions education. Participant–intervention-comparator-outcome (PICO) strategies were used to identify articles from published peer-reviewed papers from January 2017 to March 2020 in Korea Med, Korean Citation Index, National Digital Science Library, and Korean Studies Information Service System. Of the 83 screened articles, 10 published articles met all the inclusion criteria. Most of articles targeted nursing students and focused on practicum classes. The effects of flipped learning were measured based on satisfaction, self-motivated learning, information literacy, and critical thinking disposition. Further, pre-class, in-class, and post-class activities were analyzed. The findings revealed that flipped learning improved class performance, overall evaluation, self-motivated learning, self-efficacy, and problem-solving abilities. The study suggests implementing a tailored flipped learning design based on class characteristics and appropriate post-class activities for enhancing students’ learning abilities.