60例膝外翻矫形术的临床分析   总被引：1，自引：0，他引：1  

杨新明  刘肃  邹宇伟  杨峰 《河北北方学院学报(医学版)》2002,19(2):13-15

目的 :探讨膝外翻的病因、发病机制及最佳治疗方法。方法 :本组 6 0例 ,K型腿 35例 ,X型腿 2 5例 ,共计 85个膝 ;致病原因 :佝偻病后遗症 2 9例、外伤性骨折 16例、骨骺炎 7例、原因不明 8例。 85个膝均手术截骨 ,楔型截骨 38例 (5 3个膝 )、嵌插截骨 11例、杵臼型截骨 11例。大腿下段前内侧切口 4 0例 (5 4个膝 )、前外侧 2 0例 (31个膝 )。结果 :术后疗效评定优 (36例 ) 5 8个膝、良 (14例 ) 16个膝、可 (6例 ) 7个膝、差 (4例 ) 4个膝 ,其中二次矫形 1例 ,股中间肌及髌上囊粘连松解 1例 ,截骨部位不愈合二次植骨 1例。结论 :儿童为特发性或发育性及佝偻病性膝外翻呈X型腿 ;成人为骨骺外伤、感染及骨折后遗症膝外翻呈K型腿 ;发病年龄13～ 16岁最多即青春发育期 ,女性多于男性 ;只要膝外翻角度大于 2 0°、膝关节活动范围大于90°,无手术禁忌症均可手术 ,手术最佳年龄在 2 0～ 2 5岁 ,2 7岁以慎重手术 ;截骨平面在股骨髁内收肌结节上 1～ 1.5cm为宜 ,以前内侧切口为佳。手术方法为楔形、V形、杵臼形及嵌插截骨术依患者具体情况及术者熟炼程度而定。  相似文献   

Studying Biotechnological Methods Using Animations: The Teacher’s Role     

Hagit Yarden  Anat Yarden 《Journal of Science Education and Technology》2011,20(6):689-702

Animation has great potential for improving the way people learn. A number of studies in different scientific disciplines have shown that instruction involving computer animations can facilitate the understanding of processes at the molecular level. However, using animation alone does not ensure learning. Students sometimes miss essential features when they watch only animations, mainly due to the cognitive load involved. Moreover, students seem to attribute a great deal of authority to the computer and may develop misconceptions by taking animations of abstract concepts too literally. In this study, we attempted to explore teachers’ perceptions concerning the use of animations in the classroom while studying biotechnological methods, as well as the teachers’ contribution to the enactment of animations in class. Thirty high-school biotechnology teachers participated in a professional development workshop, aimed at investigating how teachers plan for and support learning with animation while studying biotechnological methods in class. From that sample, two teachers agreed to participate in two case studies aimed at characterizing teachers’ contribution to the enactment of animations in class while studying biotechnological methods. Our findings reveal marked teacher contribution in the following three aspects: establishing the “hands-on” point of view, helping students deal with the cognitive load that accompanies the use of animation, and implementing constructivist aspects of knowledge construction while studying using animations.  相似文献   

高中起点本科小学教师公费定向培养调查与思考——以湖南省为例     

蒋蓉  邓立群 《当代教育论坛》2012,(5):38-42

小学教育是义务教育的基础,在整个国民教育体系和个人终身发展中具有奠基作用。发展小学教育,关键在于建设一支高素质的专业化小学教师队伍。高中起点本科农村小学教师公费定向培养工作,是湖南省在我国小学教师培养工作中的创新。通过对湖南省高中起点定向培养本科小学教师公费师范生进行调查,表明:学生大多来自乡镇及农村贫困家庭,他们选择公费定向培养主要出于减轻家庭经济负担、就业有保障的原因,对公费师范教育的作用认识较清晰,履行协议的意愿较好,但也有相当一部分学生处于犹疑状态。为此建议:加强组织领导,完善招生录取工作;加强教学改革,优化人才培养模式;加强师德教育,提升教师职业情意。  相似文献   

Optimal educational climate among students at risk: the role of teachers’ work attitudes     

Freund  Anat  Zriker  Amit  Sapir  Zehava 《European Journal of Psychology of Education - EJPE》2022,37(1):207-226

European Journal of Psychology of Education - One of the most significant phenomena among students at risk is low resilience. However, very little is known about teacher-related factors that affect...  相似文献   

Expansion of Biology Teachers’ Pedagogical Content Knowledge (PCK) During a Long-Term Professional Development Program     

Ronit Rozenszajn  Anat Yarden 《Research in Science Education》2014,44(1):189-213

Experienced teachers possess a unique teaching knowledge comprised of an inter-related set of knowledge and beliefs that gives direction and justification to a teacher’s actions. This study examined the expansion of two components of pedagogical content knowledge (PCK) of three in-service teachers in the course of a professional development program aimed at designing new teaching and learning materials suggested by the teachers themselves. The research presents an enlargement of previous PCK representations by focusing on a detailed representation of two main PCK domains: teaching and learning, including ten PCK components that emerged in the course of data analysis. This representation enabled revealing the unique PCK held by each teacher and to characterize the expansion of the two components of the participating teachers’ PCK during the long-term professional development program. Retention of major parts of the expanded PCK a year after termination of the program implies that designing and implementing new teaching and learning materials based on the teachers’ experiences, needs, and knowledge in a workshop format accompanied by biology and science education courses might provide a powerful means for PCK expansion. We recommend that designers of professional development programs be aware of the unique PCK held by each teacher in order to promote meaningful professional development of each teacher. Moreover, the PCK representations that were identified in the course of this study enabled clarifying the “orientation toward teaching science” category of PCK which appears to be unclear in current literature.  相似文献   

Text genre as a factor in the formation of scientific literacy     

Ayelet Baram‐Tsabari  Anat Yarden 《科学教学研究杂志》2005,42(4):403-428

Learning using primary literature may be a way of developing a capacity for scientific ways of thinking among students. Since reading research articles is a difficult task for novices, we examined the possible benefits of learning using primary literature versus secondary literature, particularly with respect to their influence on the creation and formation of scientific literacy. We report on a comparison between four groups of high school students, each with differing degrees of prior knowledge in biology, who read a domain‐related text written in either the scientific research article genre (adapted primary literature) or the popular‐scientific genre (secondary literature). Although there was no significant difference in the students' ability to summarize the main ideas of each text, indicating that there was no eminent distinction in their content, we found that students who read adapted primary literature demonstrated better inquiry skills, whereas secondary literature readers comprehended the text better and demonstrated less negative attitudes toward the reading task. Since the scientific content of the two texts was essentially identical, we suggest that the differences in students' performances stem from the structure of the text, dictated by its genre. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 403–428, 2005  相似文献   

Monitoring comprehension in a foreign language: Trait or skill?     

Temelman-Yogev  Lilach  Katzir  Tami  Prior  Anat 《Metacognition and Learning》2020,15(3):343-365

Metacognition and Learning - Success in higher education is highly dependent on students’ ability to efficiently read and comprehend large amounts of text in the speaker’s first/native...  相似文献   

综合医院抑郁症41例临床分析     

马希威  王立新  马振霞 《河北北方学院学报(医学版)》2004,21(1):31-32

目的:探讨综合医院抑郁症的症状特点及诊断治疗.方法:收集近两年从综合医院转到我院41例患者,符合中国精神障碍分类与诊断标准(CCMD-3),用抗抑郁剂治疗前后用汉密尔顿抑郁自评量表评分比较.结果:41例抑郁症患者,以躯体症状为主诉应用氟西汀治疗后治愈率67.9%,显效率17.3%,进步2.4%无效2.4%.治疗前后HAMD表明五项因子评分均有明显下降,具有显著意义(P＜0.01).结论:综合医院抑郁症多以躯体症状为主诉,应用抗抑郁剂治疗后,可缓解抑郁和躯体症状,加快躯体症状的康复.  相似文献   

顺铂对耳蜗毒性的实验研究     

李凤玲  范淑敏  张静 《河北北方学院学报(医学版)》2002,19(6):12-15

目的 :探讨顺铂对耳蜗毒性的影响。方法 :将豚鼠 12只随机分成顺铂组、对照组 ,每组 6只。顺铂组连续 5d腹腔注射顺铂 ,2ml·kg- 1·d- 1;对照组连续 5d腹腔注射生理盐水 ,2ml·kg- 1·d- 1。两组豚鼠均于实验结束后测耳蜗血流、耳蜗电图 ,断头 ,取耳蜗 ,用不同方法染色固定 ,铺片及电镜观察。结果 :顺铂组动物在给药后体重减轻 ,耳廓反射减退 ,耳蜗血流下降 ,阈值提高 ,毛细胞大片缺失 ,两组比较 ,差异有显著性 (P <0 .0 1)。顺铂组血管纹较对照组血管纹明显扩张 ,红细胞聚集。扫描电镜下观察 ,顺铂组的绝大部分内、外毛细胞的纤毛散乱 ,倒伏 ,甚至缺失 ;透射电镜下观察 ,顺铂组血管纹线粒体水肿变性。结论 :顺铂对耳蜗有损坏作用。  相似文献   

Exploring the effects of cognitive conflict and direct teaching for students of different academic levels     

Anat Zohar  Simcha Aharon‐Kravetsky 《科学教学研究杂志》2005,42(7):829-855

Despite inconclusive evidence regarding the effectiveness of cognitive conflict, educators still consider it a significant instructional strategy. One of the challenges of current research is to study the conditions under which cognitive conflict is effective. This research examines the notion that cognitive conflict may have dissimilar effects for students of different academic levels. The study compares the effectiveness of teaching the control of variables thinking strategy to students of two academic levels (low vs. high) by two different teaching methods [inducing a cognitive conflict (ICC) vs. direct teaching (DT)]. One hundred twenty‐one students who learned in a heterogeneous school were divided into four experimental groups in a 2 × 2 design. Results show no main effect of teaching method but do show a significant interaction effect between level of students and teaching method. The findings show that students with high academic achievements benefited from the ICC teaching method while the DT method hindered their progress. In contrast, students with low academic achievements benefited from the DT method while the ICC teaching method hindered their progress. The interaction effect was preserved in a retention test that took place 6 months after instruction. The findings show that previous inconclusive findings regarding the effectiveness of the ICC method can be explained by its contradictory effects on students of different academic levels. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 829–855, 2005  相似文献