Discussion on Strengthening Information Technology and Basic Education In-depth Integration Method

Objective To study director-leading teaching method, raise the students' main body consciousness and innovation spirit and improve the teaching effect of microbiology test. Method 158 students majored in laboratory medicine of Grade 2013 were divided in two groups. 80 from class 1 were in test group, and the rest from class 2 were served as control group. The clinical microbiological specimens were collected and identified; the experimental class was designed with the experimental teaching mode, while the control group used the traditional experimental teaching mode. Through the experimental evaluation and questionnaire survey, the difference between new teaching model and the traditional teaching mode were evaluated. SPSS 21.0 software was used in the collected data for processing. Result The theoretical results of the experimental class were (88.65 ± 7.64) and the practical skills were (89.72±7.69) and the control group were (79.88±10.64) and (80.55±9.06). The scores of the experimental class were significantly higher than those of the control class, and there and statistically significant difference between the scores of two classes. T values were 6.851 and 5.938 and P values were 0.000 and 0.000 respectively. Sur-vey results show that: 90% of the students agree with the new teaching methods. Conclusion The teach-ing result of the new teaching mode is superior to the traditional teaching mode. Key words: Microbiological test; Medical laboratory specialty; The director-leading teaching method

With the development of teaching information technology, the teaching mode is also constantly innovating. In order to compare the teaching effect of different teaching modes, this research designs an online and offline mixed teaching mode according to the characteristics of physical skills courses. The 2019 and 2020 general table tennis students were taken as the experimental objects, and the 2019 students were the control class (100 students), and the traditional teaching mode was adopted, that is, the offline teaching mode, the teacher explained and guided, and the students practiced on the spot; the 2020 students The online and offline mixed teaching mode was adopted for the experimental class (89 students). The online and offline mixed teaching mode uses ding talk software to carry out live teaching and combined with the course teaching plan for this semester, the national-level excellent course of "Table Tennis" course of Chengdu Institute of Physical Education on the MOOC platform of Chinese University is selected. Data research uses Pearson correlation for analysis, the formula is r = Lxy/√Lxx-Lyy, Lxx is the sum of squares of the deviation of the X variable, Lyy is the sum of the squares of the deviation of the Y variable, Lxy is the sum of the product of the dispersion of the X and Y variables. The scores between classes were compared using one-way variance. Results show that (1) The online and offline combined teaching mode of "Table Tennis Teaching and Training" was constructed; (2) Under the online and offline mixed teaching mode, the students' basic skills, forehand attack, backhand push, competition results and total of table tennis lessons were established. The scores are significantly higher than the traditional teaching mode, indicating that the online and offline mixed teaching mode is more suitable for college students' table tennis skills courses, which can significantly improve the students' skill level and overall score. (3) Students are highly satisfied with the combination of online and offline teaching mode and have high interest in learning. Conclusion: The mixed teaching mode of online and offline enriches the teaching mode of skill courses and provides theoretical and practical support for the reform of skills course teaching.

To evaluate the effectiveness of 13 teaching modes in improving nurses' humanistic care ability using a Bayesian network meta-analysis. A computer-based search was conducted in PubMed, Web of Science, Cochrane Library, Embase, CBM, CNKI, WanFang, and VIP databases from their inception until 20 December 2024. Two researchers independently screened the literature, extracted data, and assessed the included studies using the bias risk assessment tool recommended by the Cochrane Handbook for Systematic Reviews of Interventions 5.1.0. The heterogeneity test was performed using RevMan 5.3 software, while the network meta-analysis and publication bias test were conducted using Stata 15.0 software. A total of 21 studies involving 13 teaching modes (12 innovative teaching modes and Traditional Teaching Mode) and a combined sample size of 878 participants were included. All included studies were rated as either A or B in quality evaluation. Compared with the traditional teaching mode, the other 12 innovative teaching modes were more effective in enhancing nurses' humanistic care ability, with statistically significant differences (P < 0.05). Among the 12 innovative teaching modes included, the "Peer Sister Teaching Mode" had superior teaching effectiveness compared to the other teaching modes. The Lasswell Teaching Mode was more effective than the Carolina Teaching Mode, Micro-video Teaching Mode, and Balint Teaching Mode. Additionally, the ADDIE Teaching Mode was more effective than the Carolina Teaching Mode and Micro-video Teaching Mode (P < 0.05). The cumulative ranking probability plot indicated that the "Learning from Sisters" teaching mode was the best for improving nurses' humanistic care ability, with a probability of 91.7%. The "Peer Teaching Mode", based on its peer - assisted and collaborative - learning approach, shows the most advantages in the network meta - analysis results. It is recommended that nursing management choose the "Peer Teaching Mode" as the best training strategy to enhance nurses' humanistic care ability.

Since entering the new era, with the rapid development of information technology and the acceleration of the process of global economic integration, many aspects of my country’s social life and economic fields are undergoing profound historical changes. The integration of information technology and physical education is becoming a hot topic in my country’s current information technology education and even the entire education informatization process. The purpose of this article is to study the integration of information technology and physical education process. This article uses modern information technology to integrate with physical education. The teaching effect produced by it is significantly better than the traditional teaching model. It can more effectively solve the difficulties in the textbook, and can help students establish movement representations and understand movements faster. Essentials to stimulate students’ interest in learning. This research systematically elaborates the connotation and significance of information technology and the impact of information technology on middle school physical education, and scientifically explores the physical education curriculum, analyzes the basis and conditions of the integration of physical education and information technology education, and studies the information technology and middle school through teaching experiments. The mode and effect of physical education integration. This article takes the university’s physical education major curriculum integration as the research object, and conducts research and analysis through literature method, questionnaire survey method and mathematical statistics method to define the level of information technology and physical education major curriculum integration. Investigation and research show that more than 30% of physical education humanities teachers can often find a suitable resource bank and obtain relevant teaching materials, but the lack of targeted physical education software largely affects teachers’ access to resources.

With the development and progress of modern technology, the application of intelligent interaction technology in social production and life has gradually become widespread and in-depth. Especially in recent years, the country has vigorously promoted reforms and innovations in the field of education and teaching, and the introduction of intelligent interaction technology has brought revolutionary changes to the traditional piano teaching mode. Piano teaching, as an important part of music education, is particularly critical to the innovation of its teaching mode. Through experimental research, this paper analyzes the specific effects of piano teaching on students' psychological changes under the human-computer interaction environment. A physiological data comparison experiment was conducted to compare the psychological changes of students under human-computer interaction teaching mode and traditional teaching mode. During the experiment, the students' skin conductivity data were counted every 10 seconds to reflect their emotional changes and psychological stress state, and 60 sets of data were collected and analyzed within 10 minutes. This result can prove that the new teaching mode can make students more receptive to piano teaching and improve their learning efficiency.

By analyzing the nature of teaching mode and the existing shortcomings in traditional art teaching, combining the characteristics of information technology and fine arts, this paper studies the shortcomings in the integration of information technology and subject in the past. On this basis, we put forward the teaching reform method of art course supported by information technology and try to build a new information technology and art course integration mode. Experiments show that when the feature dimension is low, compared with the traditional art teaching mode, the method in this paper improves the quality of teaching by 8%. At the same time, the performance of this method is also superior to other existing art education network teaching system methods.

The teaching of information technology education has implemented for more than 30 years in China, but information technology courses exist very serious problems in practice teaching process. This article from four aspects present current problems in information technology in teaching process, and detail on how to reform it. The teaching of primary and secondary schools information technology education has implemented for more than 30 years in China, but exactly what results have been achieved in education over years, author as a teacher of colleges, surveyed new students and found that new students in master of information technology courses are different, but about ability to apply information technology, majority of them are blank, even they will not operate basic typesetting document. This phenomenon against development targets of information technology education in primary and middle schools, therefore we must reform primary and secondary school information technology education. We compared on national computer rank examination level syllabus (2013) with the school information technology curriculum guidelines (trial) and found that their contents are basically same. Freshmen attend national computer rank examination level MSOffice mock exams, students performance is very bad, this indicate that primary and middle schools information technology courses exist very serious problems in practice teaching process in China. This situation, not only waste national resources ,at same time, but also waste valuable time for majority primary and middle schools students, and also kill autonomous learning habits what are trained from big data world. Therefore, primary and middle schools must start from following four aspects and solve current problems in information technology education fundamentally.

The successful physical education teaching mode is a new teaching mode used in physical under the traditional physical education teaching mode, which is formed and developed from the teaching reform of physical education in recent years. Under the background of The Times, the new educational mode conforms to the trend of The Times and is conducive to the benign development of education. Compared with the traditional physical education teaching mode, the students of the successful physical education teaching mode have a stronger sense of experience. This strong sense of participation and experience can not only improve students’ love for sports but also have a positive impact on the development of students’ mental health and also free the cultivation of students’ personality. Deep learning (DL) is a type of pattern analysis method in machine learning algorithms, which solves many complex pattern recognition problems, and has achieved many results in the fields of search technology. In this paper, by constructing a deep learning model, the model is applied to the application research of the successful physical education teaching mode in basketball teaching, and the effect of the successful physical education teaching mode in actual teaching is obtained through comparative experiments. According to the experimental results, the successful physical education teaching mode has a more significant effect on the teaching of students’ basketball skills, and according to the experiment, when the number of fine-tuning is 180, the correct rate is the highest at this time, which is 85%. When the number of hidden layer nodes is 180, the highest accuracy rate is 85.6%, and according to the experiments on the classification results, it is concluded that the model has a high degree of matching with the application research of the successful physical education model in basketball teaching.

With the rapid development of network information technology, the rise of new teaching mode based on smart phones, wireless computers and other mobile terminals. Online teaching and online learning have become the new trend of current education development, and the traditional teaching mode in China has also ushered in a huge turning point. In the context of modern education, based on the flipped classroom teaching mode to promote physical education teaching in colleges and universities is no longer subject to the limitations of the space environment, so as to better the feasibility and effectiveness of physical education teaching. From the perspective of flipped classroom, this paper puts forward the innovative reform mode of college physical education, in order to contribute to the further development of physical education in China.

Introduction. A comprehensive analysis of the development of information and communication technologies in the context of educational practice will contribute to the development of effective strategies for the modernisation of educational systems in the context of global technological change. Modern education can no longer function effectively without the integration of information and communication technologies into the educational process. Information and communication technologies open up new opportunities for personalisation of the educational process, development of independent work skills, creativity, critical thinking, and communication. At the same time, their implementation is accompanied by certain challenges: the need to modernise educational programmes, train teaching staff, provide technical infrastructure, and overcome digital inequality. The study of the historical stages of development of information and communication technologies in education allows us to understand the patterns of implementation of these technologies and identify effective strategies for their use today. Purpose. The purpose of the article is to study the stages of development of information and communication technologies in the context of their introduction into educational practice, to analyse the historical background of integration of information and communication technologies into education, and to identify current trends and prospects for their effective use in the educational process. Methods. The study used theoretical methods of scientific and pedagogical research analysis (dissection of historical and pedagogical material into its component parts (facts, ideas, concepts, events) allows to reveal the essence of certain phenomena, trends in the pedagogical past); synthesis (combining individual facts and provisions into a holistic view of pedagogical phenomena, used after analysis to form a generalised picture); historical and logical method (study of pedagogical phenomena in the chronological sequence and logic of their development, makes it possible to establish the patterns of development of pedagogical ideas); comparative and historical method (comparison of pedagogical phenomena, ideas, education systems in different historical periods or in different countries, allowing to identify common, different and unique); induction and deduction (induction – from individual facts to general conclusions, deduction – from general principles to explanation of individual historical and pedagogical facts); abstraction and generalisation (separation of essential features of pedagogical phenomena, construction of generalisations, concepts, typologies); prognostic method (use of historical and pedagogical experience to predict possible directions of education development). Results. The study has shown that information and communication technologies are the driving force behind the transformation of education, and their integration into the educational process requires not only technical support but also methodological training of teachers, updating of educational programmes, and rethinking of traditional educational models. The study identifies eight stages of the development of information and communication technologies; the periodisation of the development of information and communication technologies reflects the gradual transition from early forms of information storage and transmission to modern information and communication technologies. The further development of information and communication technologies in education will help to increase its accessibility, efficiency, and inclusiveness. Mass computerisation, the Internet, mobile technologies, cloud services, and artificial intelligence. The development of information and communication technologies is a multidimensional process that combines new opportunities with large-scale challenges. Successful digital transformation depends on the ability of society to effectively manage these challenges, ensuring inclusive, secure, ethical, and environmentally responsible development of information and communication technologies. Only by integrating innovation with the principles of sustainable development can a harmonious digital future be shaped. Originality. The article examines the evolution of information and communication technologies in the context of education, analyzes the key stages of their development, as well as current trends in the integration of information and communication technologies into educational practice. Particular attention is paid to the impact of digitalisation on educational processes and the formation of innovative pedagogical approaches. The main challenges and prospects for further implementation of information and communication technologies in education are outlined. In particular, attention is paid to the problems of digital inequality, cybersecurity, ethical aspects of the use of information and communication technologies, and the role of innovation in ensuring sustainable technological progress in the context of education. Conclusion. Information and communication technologies play a key role in the transformation of education, providing new opportunities for accessibility, flexibility, and personalisation of the educational process. The historical development of information and communication technologies shows their growing importance in pedagogical practice. Modern education is actively introducing distance learning formats, digital platforms, artificial intelligence, and other innovations. At the same time, there are challenges, such as digital inequality, the need for digital literacy of teachers, and cybersecurity issues. Effective integration of information and communication technologies into education requires a systematic approach, investment, and methodological support.

目的：评估学生主导教学模式与传统带教在甲状腺外科临床实习生带教中的应用效果 方法：选取自2024年4月到2025年4月安徽医科大学第一附属医院甲状腺外科的临床实习的64名学生作为研究对象，随机分为观察组和对照组。观察组采用学生主导的教学查房模式，对照组采用带教老师主导的传统教学模式。比较两组学生在理论成绩，技能考核和对教学工作满意度的差异。结果：与对照组相比，观察组学生的理论成绩，技能考核显著优于对照组，观察组学生对教学模式的满意度也显著高于对照组，差异具有统计学意义(p Objective: To evaluate the application effect of student-led teaching mode versus traditional teaching mode in the clinical internship training of thyroid surgery for interns. Methods: A total of 64 interns who completed their clinical internship in the Department of Thyroid Surgery at the First Affiliated Hospital of Anhui Medical University from April 2024 to April 2025 were selected as research subjects. They were randomly divided into an observation group and a control group. The observation group adopted a student-led teaching ward round mode, while the control group used the traditional teaching mode led by instructors. The differences in theoretical scores, skill assessment results, and satisfaction with teaching work were compared between the two groups. Results: Compared with the control group, the observation group showed significantly better performance in theoretical scores and skill assessments. Additionally, the satisfaction of students in the observation group with the teaching mode was significantly higher than that in the control group, with statistically significant differences (p < 0.0001). Conclusion: The student-led teaching mode achieves better teaching effects than the traditional teaching mode in the internship training of thyroid surgery and is more easily recognized by students, making it worthy of further promotion.

This paper adopts the literature data method, content analysis method and logical induction method. This paper analyzes the application of information technology in universities. To summarize the problems existing in the application of information technology in physical education teachers, it is concluded that modern information technology is an effective auxiliary means of physical education professional course teaching in colleges and universities. The application of modern information technology has changed the learning style of college PE students and enhanced their interest in learning. The teaching of physical education in universities is the embodiment of teachers’ information technology literacy, physical education knowledge and teaching organization and management ability. Modern information technology has increased the inclusiveness of professional physical education course teaching in colleges and universities. The application of modern information technology in the teaching of college physical education specialized courses should adhere to the principle of moderation.

Compared with the traditional teaching mode, online distance teaching mode breaks the barriers of time and space so that more people have access to education, which makes Massive Open Online Courses (MOOCs) popular all over the world, especially in China. However, MOOCs bring more challenges to teaching in the meantime. Students’ participation in online learning becomes one of the most prominent problems, which is hard to deal with compared with traditional face-to-face teaching mode. So with the integration of the advantages of MOOCs and traditional teaching mode, Small Private Online Course(SPOC) teaching mode is more and more favored by educators. Guided by the 5C Framework Theory, this paper aims to advance effective online-teaching strategies in order to motivate students’ active participation in online learning process under SPOC mode. Based on the analyses of qualitative and quantitative data, the results show that teachers can improve students’ participation in online courses by “the Optimized Combination” from three dimensions: interactive teaching platforms, teaching content carriers and teaching task difficulty, which provide a new perspective for improving the effectiveness of online teaching.

The blended teaching and learning method that combine traditional face-to-face teaching with modern computer network information technology have attracted more and more attention and favor. This study explored the effects of blended teaching and learning methods on the motor learning and learning motivation of college students in basketball learning. The results would provide the scientific basis and reference for the application and promotion of this new teaching and learning method in physical education and training. A teaching experimental research design was employed, the sample included 90 male college students, and they were divided into an experimental group (n = 45) and a control group (n = 45) by using the cluster sampling method. The experimental group received the blending teaching method, while the control group received the traditional teaching method for 8 weeks of training. General basketball skills assessment and the Behavioral Regulation in Physical Education Questionnaire (BRPEQ) were used to examine the effects of both teaching methods on basketball skills learning. The research results show that compared with the traditional teaching mode, the blended teaching mode has significant advantages in the mastery of college students’ basketball skills and the improvement of learning motivation.

This paper deals with the main problem of involving information technology in teacher education - structure and contents of teachers' training courses based on distance learning. In Lithuania, the Standard of computer literacy for educators has been developed. It should be the main source of all teachers' training courses on information technology. The Standard consists of two parts: technological and educational. The main attention of the paper is paid to the analysis and requirements of the educational part that becomes more and more urgent: it requires some psy- chological, cognitive, social, and pedagogical knowledge referring to the information technology usage in education. This paper comprehensively covers the problems of application of information technology in education, course planning, and implementation of distance teaching, it referring to the teachers' training course on educational issues of information technology via distance learning, carried out by the Ministry of Education and Science of the Republic of Lithuania and organized by the Centre of Information Technologies of Education, and summarises its results.