医学教育改革下多元教学模式的探索
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摘要
在当今高速发展的信息时代背景下,传统的医学教育模式已不能适应当代医学生的需求。随着医学教育模式的改革,目前很多国内外大学开放在线课程给教育方式带来了一场变革。本文借助于"突破传统,借助微课"的思路,构建传统结合微课的多元教学模式,并将其应用于神经病学专业教学中。微课程是一种利用信息技术与教学融合的学习形式,在国外教育领域已得到快速发展,但在目前国内,微课程还处于探索阶段,尤其是在临床医学教学中应用更少。微课程有即时性、互动性及普及性等优点。文章考虑到微课程的优点,利用其优点促进学生及教师的共同成长,提高教学质量。
Under the background of nowadays' rapid development information age, the traditional medical education mode cannot meet the demand of contemporary medical students. With the reform of medical education mode, at present many domestic and foreign university openness online courses bring in a revolution about the way of education. In this paper, by means of thinking about "breakthrough tradition, with the aid of micro-class", we build a combination of micro-class and traditional multiple teaching model, and apply to the professional teaching of neurology. Micro-course is a kind of learning form of the integration of information technology and teaching, in the field of foreign education has been rapid development, but in the current domestic, micro-course is still in the exploratory stage, especially in the clinical medicine teaching application less. Micro-course has advantages of real-time, interactive and universal. In this paper, considering the advantages of micro-course, the use of its advantages to promote mutual growth of the students and teachers,improve the quality of teaching.
Under the background of nowadays' rapid development information age, the traditional medical education mode cannot meet the demand of contemporary medical students. With the reform of medical education mode, at present many domestic and foreign university openness online courses bring in a revolution about the way of education. In this paper, by means of thinking about "breakthrough tradition, with the aid of micro-class", we build a combination of micro-class and traditional multiple teaching model, and apply to the professional teaching of neurology. Micro-course is a kind of learning form of the integration of information technology and teaching, in the field of foreign education has been rapid development, but in the current domestic, micro-course is still in the exploratory stage, especially in the clinical medicine teaching application less. Micro-course has advantages of real-time, interactive and universal. In this paper, considering the advantages of micro-course, the use of its advantages to promote mutual growth of the students and teachers,improve the quality of teaching.
引文
[1]张一春.挑战传统教学引领教学创新--谈微课的内涵意义与建设应用[J].江苏教育,2015(40):9-12.
[2]McGrew LA.A 60-second course in organic chemistry[J].J Chem Educ,1993,70:543-544.
[3]Kee TP.The one minute lecture[J].Educ Chem,1995,32(4):100.
[4]Jarvis BF,Song X.Rising intragenerational occupational mobility in the United States,1969 to 2011[J].Am Sociol Rev,2017,82(3):568-599.
[5]胡铁生,黄明燕,李民.我国微课发展的三个阶段及其启示[J].远程教育杂志,2013,31(4):36-42.
[6]扈国栋,罗辉.微时代的“微课程”[J].中国医学教育技术,2014,28(4):373-375.
[7]李金政,赖星.浅谈微课在临床医学实习教学中的发展[J].现代医药卫生,2017,33(10):1583-1585.
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[10]霍亮,迟昨飞,尚云晓,等.基于微信平台的微课在儿科教学中的应用探讨[J].卫生职业教育,2016,34(20):24-26.
[11]郝金钢,赵莉莉,杨雪涛.浅析微信在医学影像学教学中的辅助应用[J].卫生软科学,2015,29(12):792-794.
[12]孟亚鹏,何冬梅,韩桂琪,陶宏凯.微课在医学院校教学课程中的应用[J].成都中医药大学学报(教育科学版),2015,17(4):40-41,44.
[13]季承妹.微课程学习模式对医学成人高等教育的影响[J].继续医学教育,2017,31(9):3-5.
[14]罗虹.“医学统计学”微课程教学系统的构建与学习分析研究[D].上海:第二军医大学,2014.
[15]李育娴,张介平,秦颖,等.微课在高等医学教育中的应用和体会[J].基础医学与临床,2015,35(10):1443-1446.
[16]雷杰,张娜,王小平,等.“微课”在住院医师规范化培训中的应用探讨[J].现代生物医学进展,2016,16(9):1748-1752.
[17]Zhu H,Yan XL,Shen DJ,et al.Application and exploration of micro-class combined with flipped classroom in cardiopulmonary resuscitation teaching for dental students[J].Shanghai Kou Qiang Yi Xue,2018,27(3):333-336.
[18]Ruggera L,Barone C.Social closure,micro-class immobility and the intergenerational reproduction of the upper class:a comparative study[J].Br J Sociol,2017,68(2):194-214.
[2]McGrew LA.A 60-second course in organic chemistry[J].J Chem Educ,1993,70:543-544.
[3]Kee TP.The one minute lecture[J].Educ Chem,1995,32(4):100.
[4]Jarvis BF,Song X.Rising intragenerational occupational mobility in the United States,1969 to 2011[J].Am Sociol Rev,2017,82(3):568-599.
[5]胡铁生,黄明燕,李民.我国微课发展的三个阶段及其启示[J].远程教育杂志,2013,31(4):36-42.
[6]扈国栋,罗辉.微时代的“微课程”[J].中国医学教育技术,2014,28(4):373-375.
[7]李金政,赖星.浅谈微课在临床医学实习教学中的发展[J].现代医药卫生,2017,33(10):1583-1585.
[8]张中兴.微课与微课程研究进展综述[J].中国医学教育技术,2014,28(6):586-589.
[9]胡铁生,黄明燕,李民.我国微课发展的三个阶段及其启示[J].远程教育杂志,2013,31(4):36-42.
[10]霍亮,迟昨飞,尚云晓,等.基于微信平台的微课在儿科教学中的应用探讨[J].卫生职业教育,2016,34(20):24-26.
[11]郝金钢,赵莉莉,杨雪涛.浅析微信在医学影像学教学中的辅助应用[J].卫生软科学,2015,29(12):792-794.
[12]孟亚鹏,何冬梅,韩桂琪,陶宏凯.微课在医学院校教学课程中的应用[J].成都中医药大学学报(教育科学版),2015,17(4):40-41,44.
[13]季承妹.微课程学习模式对医学成人高等教育的影响[J].继续医学教育,2017,31(9):3-5.
[14]罗虹.“医学统计学”微课程教学系统的构建与学习分析研究[D].上海:第二军医大学,2014.
[15]李育娴,张介平,秦颖,等.微课在高等医学教育中的应用和体会[J].基础医学与临床,2015,35(10):1443-1446.
[16]雷杰,张娜,王小平,等.“微课”在住院医师规范化培训中的应用探讨[J].现代生物医学进展,2016,16(9):1748-1752.
[17]Zhu H,Yan XL,Shen DJ,et al.Application and exploration of micro-class combined with flipped classroom in cardiopulmonary resuscitation teaching for dental students[J].Shanghai Kou Qiang Yi Xue,2018,27(3):333-336.
[18]Ruggera L,Barone C.Social closure,micro-class immobility and the intergenerational reproduction of the upper class:a comparative study[J].Br J Sociol,2017,68(2):194-214.