TWM620074U - Gender health care system with multiple interactive online instruction - Google Patents

Abstract

The present model is to provide a multiple interactive online teaching system for gender health care with multiple interactive digital data transmission technology. The technical means: a multiple interactive online teaching system for gender health care, characterized in that: the multiple interactive online teaching system has at least one electronic device, a course teaching platform, and a server; the electronic device is connected to A network; the course teaching platform, coupled to electronic equipment, can provide for more than one learner to connect to the course teaching platform through the network and log in to the course teaching platform through the electronic equipment to display the course teaching platform on it; the server , It is coupled with the course teaching platform, which can be used by managers. It has a course teaching material database for storing several course teaching material data modules. It can cooperate with the course teaching platform and allow learners to use it through electronic equipment.

Description

Gender Health Care Multiple Interactive Online Teaching System

The new model relates to an online teaching system structure, in particular to a gender health care multiple interactive online teaching system with multiple interactive digital data transmission technology.

Gender inequality has led to large-scale increases in global mortality and morbidity, and discriminatory values and beliefs in the medical system are more likely to translate into health risks.

For example, the disease investigation of the health care system and the service orientation provided by the health welfare system, etc., if you do not pay attention to gender differences, it is very easy to have an adverse impact on health and society.

In the development education of medical students, if they can examine the care needs of the care recipients from a multicultural perspective and provide a gender-friendly medical environment, I believe it will be of considerable help in clinical practice. However, there are few complete and systematic planning of teaching practice courses for gender health care ability, which affects the gender health care knowledge and gender sensitivity of medical students in clinical practice.

COVID-19 continues to mutate and spread rapidly, and the world is suffering from the tsunami of the epidemic. Humankind is facing an unprecedented all-round impact, which also makes face-to-face teaching more challenging.

Due to the uncertainty of the development of the epidemic, it is still difficult to effectively prevent and control it. In order to avoid group infection, the teaching mode of schools at all levels around the world has also undergone severe tests, and teaching is bound to find alternatives.

Students' learning cannot be stopped, and teaching innovation and reform are urgent. Distance teaching has brought new learning models and opportunities to maintain effective communication and uninterrupted learning.

However, how to integrate multiple interactive elements in distance teaching, provide sugar-coated teaching situations, make learning fun and promote self-directed learning, is even more important.

At present, most of the data transmission related to online teaching is aimed at general curriculum design, and there is no online interactive design with gender perspective.

The main problem is that there is a lack of online teaching for medical students that provides multiple interactions in gender health care.

In view of this, how to provide a multiple interactive online teaching system for gender health care that can solve the aforementioned problems has become a subject to be improved in the present invention.

The purpose of the present invention is to provide a multiple interactive online teaching system for gender health care with multiple interactive digital data transmission technology.

In order to solve the above-mentioned problems and achieve the purpose of the present invention, the technical means of the present invention is realized as a multiple interactive online teaching system for gender health care, characterized in that: the multiple interactive online teaching system has at least one electronic device , A course teaching platform, and a server; the electronic device is connected to a network; the course teaching platform, coupled to the electronic device, can provide for more than one learner to pass through the network through the electronic device Link and log in to the course teaching platform to display the course teaching platform on it; the server, coupled to the course teaching platform, can be used by administrators, and has a course teaching material database for storing several course teaching materials The data module can cooperate with the course teaching platform, allowing the learner to use the electronic device.

More preferably, the electronic device is one or a combination of a personal computer, a laptop, a smart phone, and a tablet computer.

More preferably, the course teaching platform further includes at least a login page and a homepage linked to the login page, and the homepage has at least one main menu that can be matched with the corresponding course material data module.

More preferably, the main menu includes at least course information management, course information management, electronic questionnaires, auxiliary tool areas, electronic resource downloads, online quizzes, gender health theme areas, and links to teaching resources.

More preferably, the course information management has at least one menu, and the sub-menu also includes at least course teaching goals and performance evaluation standards; the course information management has at least one menu, and the sub-menu also includes at least Group management, learning methods, and learning history; the electronic questionnaire has at least one menu, and the menu also includes at least mid-term and final scales and satisfaction teaching feedback; the auxiliary tool area has at least one This menu also includes at least course announcements, questionnaires, voting areas, and newbies; the gender health theme area has at least one menu, and this menu also includes gender health care overview, family and reproductive gender health , And gender health and medical rights.

More preferably, the course teaching goal has at least one menu content, the menu content also includes at least a unit structure diagram, a schedule, and a unit goal; the performance evaluation standard has at least one menu content, the The menu content also includes at least a description of various teaching activity points and learning evaluation methods; the group management has at least one menu content, and the menu content also includes at least the number of groups, name settings, imported students, and group settings , Homework management, and online discussion; the learning method has at least one menu content, and the menu content also At least including synchronous and asynchronous teaching, face-to-face teaching, and flipped learning; the learning process has at least one menu content, and the menu content also includes at least browsing learning records and learning process achievement statistics; the gender health care Summary, it has at least one menu content, the menu content also includes at least gender mainstreaming, multiple gender and sexual health, gender relations and gender struggle, gender diet cooking story implementation, and sexual assault and sexual harassment; the family and reproduction Gender health, which has at least one menu content, the menu content also includes at least menstrual cultural images and technology applications, diversified family and female roles, reproductive health and technology, medical relationship and medicalization, and gender and plastic surgery The beginning: The gender health and medical rights have at least one menu content, and the menu content also includes at least a review of gender discourse and urology origin, gender and social welfare, and medical consumption experience.

Compared with the prior art, the effects of the present invention are as follows:

The first point: the new multi-interactive online teaching system, through the cooperation of electronic equipment, course teaching platform and server, can promote the diversification of teaching, implement non-synchronized remote teaching with unlimited time and space restrictions, or synchronous teaching, and Flip teaching can be implemented through case discussions. According to the learning status, the system automatically records and counts the results of the learning process, so that teachers and students can understand the learning status.

The second point: The new multi-interactive online teaching system allows learners to understand the concept of multi-gender, so as to stimulate the spark of mutual discussion, in the process of sharing experiences and ideas, transform the thinking of gender minorities, and expand their new buds Gender awareness.

1: electronic equipment

2: Course teaching platform

21: Login page

22: Home

3: server

4: Course materials database

5: Course material data module

6: Course subjects

61: Chapter

62: knots

7: Introduction

71: Course description and credits

72: Teaching Objectives

73: Teaching progress

74: Teaching Method

75: unit architecture diagram

76: Description of learning activities

8: Content and guidance

81: Unit learning objectives

82: Curriculum Design Concept

83: Course Activity Description

84: Unit learning materials

85: Other supplementary materials

9: Practice

10: Give back

11: Organize and test

111: finishing conclusion

112: Homework Assessment

113: Reference Resources

114: Multiple performance evaluation

115: Multiple Teaching Evaluation

116: Teacher-student interactive discussion

117: learning norms

A: Main menu

A1: Course Information Management

A2: Course information management

A3: Electronic questionnaire

A4: Auxiliary tool area

A5: Download of electronic resources

A6: Online quiz

A7: Gender Health Theme Area

A8: Links to teaching resources

B: sub-menu

B1: Course teaching objectives

B2: Achievement evaluation standards

B3: Group management

B4: learning method

B5: learning journey

B6: Interim and final scales and satisfaction teaching feedback

B7: Course announcement

B8: Questionnaire evaluation

B9: voting area

B10: Novice

B11: Overview of gender health care

B12: Family and Reproductive Gender Health

B13: Gender Health and Medical Rights

C: Menu content

C1: Unit architecture diagram

C2: Schedule

C3: unit objective

C4: Description of points for various teaching activities and description of learning evaluation methods

C5: Number of groups

C6: name setting

C7: Import students

C8: Group setting

C9: Job Management

C10: online discussion

C11: Synchronous and asynchronous teaching

C12: Face-to-face teaching

C13: flipped learning

C14: Browse learning records

C15: Statistics of learning progress

C16: gender mainstreaming

C17: Multi-gender and sexual health

C18: Gender Relations and Gender Wrestling

C19: Gender Diet Cooking Story Practice

C20: Sexual assault and harassment

C21: Menstrual cultural images and technology applications

C22: Diversified families and female roles

C23: Reproductive Health and Technology

C24: Medical-patient relationship and medicalization

C25: Gender and the beginning of plastic surgery

C26: Gender and Urology

C27: Gender and Social Welfare

C28: Review of medical consumption experience

10: Internet

100: Multiple Interactive Online Teaching System

200: learner

300: Manager

[Figure 1] is a schematic diagram of the new system configuration.

[Figure 2] is a schematic diagram of the new operation interface.

[Figure 3] is a schematic diagram of the operation interface of part of the main menu and the submenu in the new model.

[Figure 4] is a schematic diagram of the operation interface of another part of the main menu and the submenu in the new model.

[Figure 5] is a schematic diagram of the content structure of the new teaching curriculum.

The following detailed description based on the embodiment shown in the figure is as follows:

As shown in Figure 1, the figure reveals that it is a multiple interactive online teaching system for gender health care, which is characterized in that: the multiple interactive online teaching system 100 has at least one electronic device 1, a course teaching platform 2, and A server 3; the electronic device 1, connected to a network 10; the course teaching platform 2, coupled to the electronic device 1, which can provide more than one learner 200 through the electronic device 1 through the network 10 Link and log in to the course teaching platform 2 to display the course teaching platform 2 thereon; the server 3, coupled to the course teaching platform 2, can be used by the administrator 300 and has a course teaching material database 4 , For storing several course textbook data modules 5, which can cooperate with the course teaching platform 2 to allow the learner 200 to use the electronic device 1.

Among them, through the cooperation of the electronic device 1, the course teaching platform 2 and the server 3, a new multi-interactive online teaching system 100 is formed. Through the electronic device 1, the learner 200 recognizes multiple gender concepts, such as gender temperament, gender identity, and sexual orientation Re-education of other concepts will stimulate the sparks of mutual discussion among students, and in the process of sharing experiences and ideas, transform the thinking of gender minorities and expand their new budding gender awareness.

Secondly, the new diversified interactive online teaching system 100 can promote teaching diversification. In addition to uploading audio-visual teaching materials to the relevant course teaching materials module 5 of the course teaching material database 4, through the course teaching platform 2, unlimited time and space restrictions are implemented. In addition to non-synchronized remote teaching, it can also be Open online meetings for simultaneous teaching; you can also implement flipped teaching through case discussions.

Furthermore, using the course teaching platform 2, you can also observe other peers’ work or vote for excellent works. According to the learning situation, the course teaching platform 2 will automatically record the results of the learning process, so that teachers and students can understand through the course teaching platform 2 Learning status.

In the above, the electronic device 1 is one or a combination of a personal computer, a laptop, a smart phone, and a tablet computer.

Among them, according to the consideration of application requirements, different electronic devices 1 can be provided to facilitate the learners 200 to use the new multi-interactive online teaching system 100 anytime and anywhere, which maximizes the ease of use and becomes a strong backing for the learners 200 .

As shown in Figure 2, the figure reveals that the course teaching platform 2 further includes at least a login page 21 and a home page 22 linked to the login page 21. The home page 22 has at least one corresponding to the The main menu A for the course material data module 5.

Among them, when operating the login page 21 and the home page 22 through the application of the main menu A, various functions of the course teaching platform 2 can be conveniently used to provide more appropriate services to the learners 200.

As shown in Figure 2, the figure reveals that the main menu A also includes at least course information management A1, course information management A2, electronic questionnaire A3, auxiliary tool area A4, electronic resource download A5, and online test A6 , Gender health theme area A7, and teaching resource link A8.

Among them, through the application of different main menu A, it is convenient for the learners 200 to apply various functions on the operation course teaching platform 2 to provide more complete services, so that the learners 200 can concentrate on learning with peace of mind. Don't worry about the problem of not being able to find the function you need.

Secondly, the new multiple interactive online teaching system 100 further includes online Take test A6, and provide learners 200 to take relevant test questions during or after the course to confirm the learning effect.

As shown in Figure 2, the figure reveals that the course information management A1 has at least one menu B, and this sub-menu B also includes at least the course teaching objective B1 and the performance evaluation standard B2; the course information management A2, It has at least one menu B, and this sub-menu B also includes at least group management B3, learning method B4, and learning history B5; the electronic questionnaire A3 has at least one menu B, and this sub-menu B also includes at least mid-term and End-of-term scales and satisfaction teaching feedback B6; the auxiliary tool area A4 has at least one menu B, and this menu B also includes at least course announcement B7, questionnaire evaluation B8, voting area B9, and novice B10; The gender health theme area A7 has at least one menu B, and this sub-menu B also includes gender health care overview B11, family and reproductive gender health B12, and gender health and medical rights B13.

Among them, through the application of the sub-menu B, during operation, the main menu A can derive more diversified and more detailed functions to provide more appropriate services to the learners 200.

Secondly, through the auxiliary tool area A4, the course announcement B7 can be used to assist the teacher in editing, publishing the latest news, revealing the online tutoring time, and learning history; using the questionnaire assessment B8 to match the teaching progress to set up a questionnaire to understand the learning evaluation and satisfaction; Use voting area B9 to observe the work of other students, and vote to vote for outstanding works of peers; use Novice B10 to upload the platform operation manual for students to download.

As shown in Figures 3 and 4, the figure reveals that the course teaching objective B1 has at least one menu content C, and the menu content C also includes at least a unit architecture diagram C1, a schedule C2, and a unit goal C3 The performance evaluation standard B2, which has at least one menu content C, the menu content C also contains at least various teaching activity points description and learning evaluation method description C4; The group management B3 has at least one menu content C, and the menu content C also includes at least group number C5, name setting C6, importing students C7, group setting C8, assignment management C9, and online discussion C10; Learning method B4, which has at least one menu content C, the menu content C also includes at least synchronous and asynchronous teaching C11, face-to-face teaching C12, and flip learning C13; the learning course B5 has at least one menu content C, The menu content C also includes at least browsing learning records C14 and learning history achievement statistics C15; the gender health care overview B11 has at least one menu content C, and the menu content C also includes at least gender mainstreaming C16, multiple Gender and Sexual Health C17, Gender Relationship and Gender Wrestling C18, Gender Diet Cooking Story Implementation C19, and Sexual Assault and Sexual Harassment C20; The Family and Reproductive Gender Health B12 has at least one menu content C, and the menu content C also At least include menstrual cultural images and technology applications C21, diversified families and female roles C22, reproductive health and technology C23, medical-patient relations and medicalization C24, and gender and plastic surgery, the beginning of C25; the gender health and medical rights B13, which has at least one menu content C, and the menu content C also includes at least gender discourse and urology origin C26, gender and social welfare C27, and medical consumption experience review C28.

Among them, through the application of the menu content C of each sub-menu B above, in order to effectively cover various learning details, the use of the new multiple interactive online teaching system 100 allows the learners 200 to feel the joy of learning, with learning 200 people, follow the instructions, feel inspired in the process, and implement learning.

Secondly, use the group number C5 of the group management B3, the name setting C6, you can enter the group number and name, use the import student C7, you can use the Excel file to import the learner 200 data in a batch, use the group setting C8, you can set Each member of the group logs in the member information to promote the group members to get to know each other better. Using the online discussion C10, you can group in the online discussion area Discussion (in this discussion area, each group can be provided to discuss related group matters, such as: the content and presentation of the final special report, etc.), course discussion (a flipped teaching case discussion is provided here, and each person can refer to what the teacher provides Case, speak in the discussion area) and video discussion.

In addition, use the homework management C9 to upload personal homework; use the learning history B5 to browse the learning records C14 to query the previous results (for example: mid-term exams, final exams), and also use the learning history results statistics C15 to query each person The learning history of the learner 200 (for example, the number of discussions, the log-in time, the reading hours, the number of questionnaire fillings, and the results, etc.), in order to perform statistics and analysis of various learning history according to each learner 200.

Referring to Figure 5, in the multiple interactive online teaching system 100, the applied course subject 6, each chapter 61 of which contains at least introduction 7, and collation and thorough examination 11, and each section 62 contains at least content and Guidance 8, exercise 9, and feedback 10, and introduction 7 also includes course description and credits 71, teaching objectives 72, teaching progress 73, teaching method 74, unit structure diagram 75, and learning activity description 76, and content and guidance 8 also includes unit learning objectives 81, course design concepts 82, course activity descriptions 83, unit learning materials 84, and other supplementary teaching materials 85, and finishing and quizzes 11 also include finishing conclusions 111, homework assessment 112, and reference resources 113 , Multiple performance evaluation 114, multiple teaching evaluation 115, teacher-student interactive discussion 116, and learning norms 117.

The structure, features, and effects of the present invention are described in detail above based on the embodiments shown in the drawings; however, the above are only preferred embodiments of the present invention, but the present invention does not limit the scope of implementation as shown in the drawings, so all Modification changes consistent with the intent of the present model shall be included in the scope of the present model patent as long as they are within the scope of equal effects.

1: electronic equipment

2: Course teaching platform

3: server

4: Course materials database

5: Course material data module

10: Internet

100: Health Education Integrated Information System

200: learner

300: Manager

Claims (6)

A multiple interactive online teaching system for gender health care, characterized in that the multiple interactive online teaching system (100) has at least one electronic device (1), a course teaching platform (2), and a server (3) The electronic device (1) is connected to a network (10); the course teaching platform (2), coupled to the electronic device (1), can provide more than one learner (200) through the electronic device (1) Connect through the network (10) and log in to the course teaching platform (2) to display the course teaching platform (2); the server (3) is coupled to the course teaching platform (2) It can be used by managers (300). It has a course material database (4) for storing several course material data modules (5), which can cooperate with the course teaching platform (2) to allow the learner (200) Use this electronic device (1). The multiple interactive online teaching system for gender health care according to claim 1, wherein: the electronic device (1) is one or a combination of a personal computer, a laptop, a smart phone, and a tablet. The multiple interactive online teaching system for gender health care according to claim 2, wherein: the course teaching platform (2) also includes at least a login page (21) and a homepage linked to the login page (21) (22) The home page (22) has at least one main menu (A) that can be matched with the corresponding course material data module (5). The multiple interactive online teaching system for gender health care as described in claim 3, wherein: the main menu (A), which also includes at least course information management (A1), course information management (A2), and electronic questionnaire (A3) ), auxiliary tool area (A4), Electronic resource download (A5), online test (A6), gender health theme area (A7), and links to teaching resources (A8). The multiple interactive online teaching system for gender health care according to claim 4, wherein: the course information management (A1) has at least one menu (B), and the sub-menu (B) also contains at least the course teaching objectives (B1) ), performance evaluation standards (B2); the course information management (A2) has at least one menu (B), and this sub-menu (B) also includes at least group management (B3), learning methods (B4), And learning history (B5); the electronic questionnaire (A3) has at least one menu (B), and this menu (B) also includes at least mid-term and end-term scales and satisfaction teaching feedback (B6); Auxiliary tool area (A4), which has at least one menu (B), this menu (B) also includes at least the course announcement (B7), questionnaire evaluation (B8), voting area (B9), and beginners (B10) ; The gender health subject area (A7), which has at least one menu (B), the sub-menu (B) also includes gender health care overview (B11), family and reproductive gender health (B12), and gender health and medical care Rights (B13). The multiple interactive online teaching system for gender health care according to claim 5, wherein: the course teaching objective (B1) has at least one menu content (C), and the menu content (C) also includes at least a unit structure diagram (C1), schedule (C2), and unit goals (C3); the performance evaluation standard (B2), which has at least one menu content (C), the menu content (C) also includes at least various teaching activity points Description and description of learning assessment method (C4); The group management (B3) has at least one menu content (C), and the menu content (C) also includes at least the number of groups (C5), name settings (C6), imported students (C7), group settings (C8), homework management (C9), and online discussion (C10); the learning method (B4) has at least one menu content (C), and the menu content (C) also includes at least synchronous and asynchronous teaching (C11), face-to-face teaching (C12), and flipped learning (C13); the learning process (B5) has at least one menu content (C), and the menu content (C) also contains at least browsing learning records (C14 ), and statistics of learning progress results (C15); the gender health care review (B11) has at least one menu content (C), and the menu content (C) also includes at least gender mainstreaming (C16), multiple genders And sexual health (C17), gender relations and gender wrestling (C18), gender diet cooking story implementation (C19), and sexual assault and sexual harassment (C20); the family and reproductive gender health (B12) have at least one Menu content (C), this menu content (C) also includes at least menstrual cultural images and technology applications (C21), diversified families and female roles (C22), reproductive health and technology (C23), medical-patient relations and medical care (C24), and Gender and Plastic Surgery Department (C25); the gender health and medical rights (B13), which has at least one menu content (C), the menu content (C) also contains at least gender discussion and The beginning of urology (C26), gender and social welfare (C27), and review of medical consumption experience (C28).

Images