This article describes the design and application of a computer-based system for simultaneously teaching Korean, English and Japanese languages in a classroom setting using knowledge visualization techniques to show the relationships between vocabularies, grammars and meanings. The system consists of a knowledge database of Korean, English, and Japanese which is then uploaded into the teaching module. Visualizations of this information in the form of knowledge maps based upon generally accepted rules of knowledge map can then be displayed and contrasted using the system interface to enter user queries. The system is then tested in a blended classroom of native Korean speakers. Data on student learning experiences are then gathered by means of a questionnaire and analyzed in order to assess the overall success of knowledge acquisition in this setting. Our findings show that this system evokes a personal initiative in the learning process, facilitates communication between teachers and learners, and supports the rapid acquisition of multilingual knowledge.
This article describes the design and application of a computer-based system for simultaneously teaching Korean, English and Japanese languages in a classroom setting using knowledge visualization techniques to show the relationships between vocabularies, grammars and meanings. The system consists of a knowledge database of Korean, English, and Japanese which is then uploaded into the teaching module. Visualizations of this information in the form of knowledge maps based upon generally accepted rules of knowledge map can then be displayed and contrasted using the system interface to enter user queries. The system is then tested in a blended classroom of native Korean speakers. Data on student learning experiences are then gathered by means of a questionnaire and analyzed in order to assess the overall success of knowledge acquisition in this setting. Our findings show that this system evokes a personal initiative in the learning process, facilitates communication between teachers and learners, and supports the rapid acquisition of multilingual knowledge.
Abstract-In order to discuss the application effect of the teaching mode based on the problem-based learning (PBL) in the Rehabilitation Nursing of undergraduate education, the 2016 undergraduate nursing students in our institution were divided into PBL group (117 people) and lecture-based learning (LBL) group (120 people) in this research, and the students in these two groups were taught Rehabilitation Nursing with PBL and LBL respectively, then, the teaching effects of these two teaching modes were compared. The result showed that the theoretical knowledge test scores, clinical operation test scores and questionnaire scores of the observation group were obviously higher than the control group, indicating that the teaching effect of the PBL group was significantly higher than the LBL group.
Rehabilitation therapeutics is an emerging discipline, which is mainly used to cultivate professional technical talents engaged in the task of clinical rehabilitation therapy. From the perspective of the current situation of our country, the development of rehabilitation therapeutics is relatively late, lack of experience. With people's requirement concerning the condition of the disease rehabilitation is constantly increasing, the talents specialized in the rehabilitation therapeutics have become the urgent need of advanced talents of in our country at present, so it is particularly important to carry out the series of courses of rehabilitation therapeutics and cultivate the ability of talents thereof.
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