震慑式教学法！ - Suppr

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Shock and awe pedagogy!

作者信息

Lujan Heidi L, DiCarlo Stephen E

机构信息

Department of Physiology, Wayne State University School of Medicine, Detroit, Michigan.

Department of Physiology, Wayne State University School of Medicine, Detroit, Michigan

出版信息

Adv Physiol Educ. 2016 Dec;40(4):467-468. doi: 10.1152/advan.00085.2016.

DOI:10.1152/advan.00085.2016

PMID:27697963

Abstract

摘要

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相似文献

Shock and awe pedagogy!

Adv Physiol Educ. 2016 Dec;40(4):467-468. doi: 10.1152/advan.00085.2016.

Students' motivation toward laboratory work in physiology teaching.

Adv Physiol Educ. 2016 Sep;40(3):313-8. doi: 10.1152/advan.00029.2016.

Learning (by) osmosis: an approach to teaching osmolarity and tonicity.

Adv Physiol Educ. 2018 Dec 1;42(4):626-635. doi: 10.1152/advan.00094.2018.

Some comments on Lohman (2008): pseudostuttering as a training method.

Percept Mot Skills. 2009 Aug;109(1):119-20. doi: 10.2466/PMS.109.1.119-120.

An evolution in student-centered teaching.

Adv Physiol Educ. 2016 Sep;40(3):278-82. doi: 10.1152/advan.00056.2016.

Use of learning styles to enhance graduate education.

J Allied Health. 2011 Winter;40(4):e67-71.

Making students do the thinking: team-based learning in a laboratory course.

Adv Physiol Educ. 2014 Mar;38(1):49-55. doi: 10.1152/advan.00108.2013.

Adding value to a graduate physiology seminar by focusing on public communication skills.

Adv Physiol Educ. 2016 Sep;40(3):365-9. doi: 10.1152/advan.00183.2015.

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Physiologist. 2017 May;60(3):137, 144-7.

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Adv Physiol Educ. 2019 Dec 1;43(4):553-556. doi: 10.1152/advan.00034.2019.