人体机能学课程的教学实践与研究
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摘要
我校组建人体机能学课程并开展教学工作二十余年,面向本科生开课也有十余年。本文简述了我校人体机能学课程的组建和教学过程,包括教学团队的发展,教学内容的优化以及多元的教学方法等。展示了2005年以来中医学及中西医结合医学专业学生的人体机能学课程考试成绩,进一步展望了人体机能学的未来发展。
The course of human functional teaching has been developed for more than 20 years,and has been performed in undergraduates for more than 10 years in our school. This paper briefly describes the formation and the teaching process of the course,including the development of teaching team,the optimization of teaching content and the diversified teaching methods. This paper presents the results of the exam score of the Chinese medicine major students in the past ten years,and further prospects the future development of human functional teaching.
The course of human functional teaching has been developed for more than 20 years,and has been performed in undergraduates for more than 10 years in our school. This paper briefly describes the formation and the teaching process of the course,including the development of teaching team,the optimization of teaching content and the diversified teaching methods. This paper presents the results of the exam score of the Chinese medicine major students in the past ten years,and further prospects the future development of human functional teaching.
引文
[1]于文燕,买买提祖农,张建龙,等.医学人体机能学教学改革及教学方法的体会[J].新疆医科大学学报,2010,33(5):590,592.
[2]许晨波,文娟,李林,等.在人体机能学教学中开创第二课堂活动的探索与实践[J].科技视界,2016(5):36-37.
[3]巩雪俐,文娟,许晨波.以案例为导引的教学方法在人体机能学教学中的实践[J].科技视界,2016(14):89.
[4]孙湛,姚雪萍,省格丽,将实验与理论紧密联系的方法应用于病理生理学教学中的探索与实践[J].高校医学教学研究(电子版),2014,4(4):43-46.
[5]张彦超,程刚,李明,等.医学课程整合教学方法对医学生学习适应性影响的研究[J].医学教育研究与实践,2017,25(6):838-841.
[6]张建龙.课程重组初探—以病理生理学为主线上好人体机能学[J].西北医学教育,1995,13(3):138-140.
[7]李睿明.基于医学整体观与临床思维的医学实验教学——机能、形态实验序贯教学法[J].医学教育研究与实践,2017,25(5):742-745.
[2]许晨波,文娟,李林,等.在人体机能学教学中开创第二课堂活动的探索与实践[J].科技视界,2016(5):36-37.
[3]巩雪俐,文娟,许晨波.以案例为导引的教学方法在人体机能学教学中的实践[J].科技视界,2016(14):89.
[4]孙湛,姚雪萍,省格丽,将实验与理论紧密联系的方法应用于病理生理学教学中的探索与实践[J].高校医学教学研究(电子版),2014,4(4):43-46.
[5]张彦超,程刚,李明,等.医学课程整合教学方法对医学生学习适应性影响的研究[J].医学教育研究与实践,2017,25(6):838-841.
[6]张建龙.课程重组初探—以病理生理学为主线上好人体机能学[J].西北医学教育,1995,13(3):138-140.
[7]李睿明.基于医学整体观与临床思维的医学实验教学——机能、形态实验序贯教学法[J].医学教育研究与实践,2017,25(5):742-745.