简介：【摘要】更好地落实好立德树人根本任务，需要引导学生多读书。整本书阅读具有丰富的成长价值，其深度实施还存在着许多痛点、难点、迷茫点，建立与完善整本书阅读推进机制是问题破解的有效举措。教师是整本书阅读推进机制构建的关键，可通过激发学生整本书阅读兴趣、创设整本书阅读良好环境、加强阅读指导等策略有效促进整本书阅读教学的深入。

简介：摘要 ：随着影视资源在高校历史课堂教学中的频繁使用，如何对其进行充分开发和利用成为广大历史教育工作者共同探讨的课题。笔者认为，在影视资源突显教学优势的形势下，更需要历史教师发挥其在教学中的主导作用。历史教师应根据教学内容和学生实际的需要，有针对性地对影视资料加以精挑细选，适时适量地使用，再加以及时到位的引导，并将讲解与影视资料等教学手段优化组合，才能使影视资料发挥在课堂上应有的效果。

简介：　　【摘 要】目的：分析重症颅脑外伤病患气管切开术后的护理对策。方法：将 2018年 2月— 2020年 2月在本院接受治疗的 80例重症颅脑外伤病患作为研究对象，将其随机分组为观察与对照，其中，观察组包括 42例病患，对照组包括 38例病患，给予对照组病患常规护理措施，给予观察组病患综合护理干预措施。比较分析两组病患的治疗效果、术后发生感染的机率和感染控制时间等。结果：观察组病患的治疗总有效率明显高于对照组，术后发生感染的机率明显低于对照组，感染控制时间明显短于对照组，因此，組间存在的差异符合统计学意义 （ P<0.05）。结论：重症颅脑外伤病患行气管切开术后，针对其采用综合护理干预方法，既能够减少术后发生感染的可能性，同时还能够促进病患早日康复。  　　【关键词】重症颅脑外伤 ;气管切开术 ;术后护理  　　 [Abstract] Objective: to analyze the nursing countermeasures of severe craniocerebral trauma patients after tracheotomy. Methods: 80 patients with severe craniocerebral trauma who were treated in our hospital from February 2018 to February 2020 were randomly divided into observation group and control group. 42 patients in the observation group and 38 patients in the control group were given routine nursing measures and comprehensive nursing intervention measures in the observation group. The treatment effect, postoperative infection rate and infection control time of the two groups were compared and analyzed. Results: the total effective rate of the observation group was significantly higher than that of the control group, the incidence of postoperative infection was significantly lower than that of the control group, and the infection control time was significantly shorter than that of the control group. Therefore, the difference between the two groups was statistically significant (P < 0.05). Conclusion: after tracheotomy for severe craniocerebral trauma patients, comprehensive nursing intervention can not only reduce the possibility of postoperative infection, but also promote the early recovery of patients.

简介：摘要：目的： 探讨园艺疗法对抑郁症患者症状、生活质量及社会功能的影响。 方法： 选择我院 2018 年 1 月 -2019 年 6 月收治的抑郁症患者 50 例为对象，随机数字表法将患者分成对照组（ n=25 ）和观察组（ n=25 ）。纳入的 50 例患者均接受常规方法治疗，对照组患者用常规护理，观察组患者在对照组的基础上用园艺疗法。比较两组患者干预前后抑郁症状和生活质量、社会功能变化。 结果： 干预后观察组 HAMD 评分低于对照组， GQOLI-74 评分高于对照组， P ＜ 0.05 。 结论： 抑郁症患者以园艺疗法干预，能减轻临床症状，改善生活质量及社会功能。

简介：摘 要：基于疫情之下的“空中课堂”出现的问题，提出应用智慧学校平台环境辅助教师进行核心概念教学以还原“学本课堂”的本来面貌，并以“二次根式”导学案为例进行阐释，最后提出了三点思考。

简介：摘要： 教材是学校课堂教学活动中实施《课程标准》的主要参考依据。在平时的教学调研、听课及评课的过程中发现，许多老师对教材的处理使用上仍存在一些问题。本文主要针对教师在利用教材进行教学时对知识把握、实验设计、教材把控等方面常出现的误区进行了探讨例析。

简介：　　 [摘要 ]目的观察临床护理路径（ CPN）对鼻中隔偏曲矫正患者术后疼痛及生活质量的影响。方法选取 2017年 1月～ 2019年 12月在我院治疗的 60例鼻中隔偏曲患者作为研究对象，运用随机数表法将其分为两组，均 30例。对照组采取临床常规护理，观察组则实施 CPN护理。观察两组术后疼痛与生活质量。结果观察组术后 12、 24、 72h时疼痛评分低于对照组，差异有统计学意义（ P<0.05）；观察组干预后躯体功能、心理功能、社会功能、物质生活等维度评分均显著优于对照组，差异有统计学意义（ P<0.05）；观察组住院时间、住院费用均少于对照组，差异有统计学意义（ P<0.05）。结论 CPN的实施有助于缓解鼻中隔偏曲矫正患者术后疼痛，提升其生活质量，缩短治疗时间，对促进疾病康复作用显著。  　　 [关键词 ]临床护理路径；鼻中隔偏曲矫正术；术后疼痛；生活质量  [Abstract] Objective To observe the effect of clinical nursing pathway (Cpn) on the postoperative pain and quality of life of patients with deviation of nasal septum. Methods 60 patients with deviation of nasal septum treated in our hospital from January 2017 to December 2019 were selected as the study objects. They were divided into two groups by random number table method, 30 cases in each group. The control group received routine clinical nursing, while the observation group received CPN nursing. The pain and quality of life were observed. Results the pain score of the observation group was lower than that of the control group at 12, 24 and 72 hours postoperatively, the difference was statistically significant (P < 0.05); the scores of physical function, psychological function, social function, material life and other dimensions of the observation group were significantly better than those of the control group, the difference was statistically significant (P < 0.05); the length of stay and cost of stay in the observation group were less than those of the control group, the difference was statistically significant (P < 0.05) .05）。 Conclusion the implementation of CPN is helpful to relieve the postoperative pain, improve the quality of life, shorten the treatment time and promote the recovery of the disease.

简介：【摘 要】“核心素养”的提出是为了更好地应对经济全球化、信息化时代带来的国际竞争和现实挑战，进一步提高国民适应个人终身发展和社会发展需要的素养。教育部在2014年印发《关于全面深化课程改革落实立德树人根本任务的意见》中，将核心素养作为深化课程改革和落实立德树人根本任务的抓手。所以，核心素养已经成为新一轮课程改革的核心内容，核心素养将指导和引领新一轮的教学改革实践。此次疫情下，如何落实战“疫”专题性教学来培养学生的生物核心素养是一线生物教师应该十分关注和重视的问题。