This paper introduces a new version of the open-source educational software, LESM (Linear Elements Structure Model), developed in MATLAB for structural analysis of one-dimensional models such as frames, trusses, and g...This paper introduces a new version of the open-source educational software, LESM (Linear Elements Structure Model), developed in MATLAB for structural analysis of one-dimensional models such as frames, trusses, and grillages. The updated program includes dynamic analysis, which incorporates inertial and damping effects, time-dependent load conditions, and a transient solver with multiple time integration schemes. The software assumes small displacements and linear-elastic material behavior. The paper briefly explains the theoretical basis for these developments and the reorganization of the source code using Object-Oriented Programming (OOP). The updated Graphical User Interface (GUI) allows interactive use of dynamic analysis features and displays new results such as animations, envelope diagrams of internal forces, phase portraits, and the response of degrees-of-freedom in time and frequency domain. The new version was used in a structural dynamics course, and new assignments were elaborated to improve students’ understanding of the subject.展开更多
目的探讨三维动画教学软件结合以病例为基础的学习（ease based learning，CBL）在腹股沟疝临床教学中的应用和效果。方法选取北京大学人民医院2008级临床医学八年制进入外科临床见习的30名学生为研究对象。随机分为教学软件结合CBL组...目的探讨三维动画教学软件结合以病例为基础的学习（ease based learning，CBL）在腹股沟疝临床教学中的应用和效果。方法选取北京大学人民医院2008级临床医学八年制进入外科临床见习的30名学生为研究对象。随机分为教学软件结合CBL组（15人）和传统教学组（15人）。教学软件结合CBL组采用三维动画教学软件为学生模拟腹股沟疝的解剖生理、发病机制、临床表现、诊断治疗的全过程，通过典型病例设置问题，以教师指导下的病例讨论开展学习。传统教学组采用教师讲授为主的理论授课、教学查房以及观摩手术。学习结束后对两组学生的理论知识和临床操作技能进行考核。以调查问卷了解教学软件结合CBL组学生对该教学方法的评价，采用t检验对数据进行统计学分析。结果教学软件结合CBL组学生的理论考试成绩为（94．80±1．54）分，优于传统教学组的（86．10±1．86）分，两组比较差异有统计学意义（t=8．242，P=0．000）。教学软件结合CBL组学生的临床技能考核成绩为（91．10±1．01）分，优于传统教学组的（85．90±2．17）分，两组比较差异有统计学意义（t=8．531，P=0．000）。问卷调查结果显示，教学软件结合CBL组80．oo％以上学生认为该教学法能调动学习积极性、促进知识的掌握和应用、增强自学能力、培养临床思维和提高学习效率。结论三维动画教学软件结合CBL有助于提高教学质量。展开更多
文摘This paper introduces a new version of the open-source educational software, LESM (Linear Elements Structure Model), developed in MATLAB for structural analysis of one-dimensional models such as frames, trusses, and grillages. The updated program includes dynamic analysis, which incorporates inertial and damping effects, time-dependent load conditions, and a transient solver with multiple time integration schemes. The software assumes small displacements and linear-elastic material behavior. The paper briefly explains the theoretical basis for these developments and the reorganization of the source code using Object-Oriented Programming (OOP). The updated Graphical User Interface (GUI) allows interactive use of dynamic analysis features and displays new results such as animations, envelope diagrams of internal forces, phase portraits, and the response of degrees-of-freedom in time and frequency domain. The new version was used in a structural dynamics course, and new assignments were elaborated to improve students’ understanding of the subject.
文摘目的探讨三维动画教学软件结合以病例为基础的学习（ease based learning，CBL）在腹股沟疝临床教学中的应用和效果。方法选取北京大学人民医院2008级临床医学八年制进入外科临床见习的30名学生为研究对象。随机分为教学软件结合CBL组（15人）和传统教学组（15人）。教学软件结合CBL组采用三维动画教学软件为学生模拟腹股沟疝的解剖生理、发病机制、临床表现、诊断治疗的全过程，通过典型病例设置问题，以教师指导下的病例讨论开展学习。传统教学组采用教师讲授为主的理论授课、教学查房以及观摩手术。学习结束后对两组学生的理论知识和临床操作技能进行考核。以调查问卷了解教学软件结合CBL组学生对该教学方法的评价，采用t检验对数据进行统计学分析。结果教学软件结合CBL组学生的理论考试成绩为（94．80±1．54）分，优于传统教学组的（86．10±1．86）分，两组比较差异有统计学意义（t=8．242，P=0．000）。教学软件结合CBL组学生的临床技能考核成绩为（91．10±1．01）分，优于传统教学组的（85．90±2．17）分，两组比较差异有统计学意义（t=8．531，P=0．000）。问卷调查结果显示，教学软件结合CBL组80．oo％以上学生认为该教学法能调动学习积极性、促进知识的掌握和应用、增强自学能力、培养临床思维和提高学习效率。结论三维动画教学软件结合CBL有助于提高教学质量。
