问题设计在病理学课堂教学中的高效应用
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摘要
高效的课堂问题设计能够启迪学生思维,及时纠正学生的认知错误,培养他们分析问题和解决问题的能力,是实现师生课堂互动、有效完成病理学课堂教学目标的关键之一。但是现今病理学课堂教学中存在问题设计缺乏、随意或思维含量不当等诸多不足之处,为此本文结合病理学教学实际,从强化教师的问题设计意识、丰富专业知识储备、结合临床实践和生活实际创设问题情境等方面深入研究探讨病理学课堂问题设计的高效应用策略。
Efficient classroom teaching problem design can enlighten the students' thoughts,correct their cognitive errors and cultivate their ability to analyze and solve problems.It is one of the keys to achieve classroom interaction between teachers and students and effectively accomplish the goal of pathological classroom teaching.However,there are many deficiencies,such as lack,randomness or inadequacy of thought in the design of problems in present pathological classroom teaching.For this reason,the effective application strategies of the problem design of pathology classroom teaching are studied and discussed from the aspects of strengthening the teachers' awareness of problem design,enriching the professional knowledge reserve,combining clinical practice and life reality to create problem situations.
Efficient classroom teaching problem design can enlighten the students' thoughts,correct their cognitive errors and cultivate their ability to analyze and solve problems.It is one of the keys to achieve classroom interaction between teachers and students and effectively accomplish the goal of pathological classroom teaching.However,there are many deficiencies,such as lack,randomness or inadequacy of thought in the design of problems in present pathological classroom teaching.For this reason,the effective application strategies of the problem design of pathology classroom teaching are studied and discussed from the aspects of strengthening the teachers' awareness of problem design,enriching the professional knowledge reserve,combining clinical practice and life reality to create problem situations.
引文
[1]马新露.基于学习思维层次的课堂设问研究[J].教育理论与实践,2018,38(17):55-56.
[2]李玉林.病理学(第九版)[M].北京:人民卫生出版社,2018:1-2.
[3]周鹏生.认知偏差的产生及其与认知闭合需要的关系[J].心理研究,2017,10(5):11-18.
[4]张明霞,李恩昌,谢安国.医务人员职业道德情感及其培育新探[J].中国社会医学杂志,2017,34(2):126-128.
[5]谢砥.优化问题设计提升思维能力[J].生物学教学,2015,40(6):9-10.
[6]陈冉冉,伊正君,付玉荣.课堂教学互动中实现师生思维同步的策略探讨:基于医学基础课程教学分析[J].中华医学教育探索杂志,2017,16(4):359-62.
[7]齐雪岭.临床病例在病理学教学中的应用.继续医学教育,2015,29(9):16-18.
[8]李蓉,李明勇,何志巍.研讨式教学方法在病理生理学教学中的应用[J].中华医学教育杂志,2013,33(4):568-570.
[9]陈姝颐.解释学思想阐释维果斯基“最近发展区”[J].当代教育理论与实践,2018,10(5):27-30.
[10]王换荣,陈德坤,柳英姿.探析“优化高中化学问题组设计”的基本要素[J].化学教学,2012,(3):26-28.
[2]李玉林.病理学(第九版)[M].北京:人民卫生出版社,2018:1-2.
[3]周鹏生.认知偏差的产生及其与认知闭合需要的关系[J].心理研究,2017,10(5):11-18.
[4]张明霞,李恩昌,谢安国.医务人员职业道德情感及其培育新探[J].中国社会医学杂志,2017,34(2):126-128.
[5]谢砥.优化问题设计提升思维能力[J].生物学教学,2015,40(6):9-10.
[6]陈冉冉,伊正君,付玉荣.课堂教学互动中实现师生思维同步的策略探讨:基于医学基础课程教学分析[J].中华医学教育探索杂志,2017,16(4):359-62.
[7]齐雪岭.临床病例在病理学教学中的应用.继续医学教育,2015,29(9):16-18.
[8]李蓉,李明勇,何志巍.研讨式教学方法在病理生理学教学中的应用[J].中华医学教育杂志,2013,33(4):568-570.
[9]陈姝颐.解释学思想阐释维果斯基“最近发展区”[J].当代教育理论与实践,2018,10(5):27-30.
[10]王换荣,陈德坤,柳英姿.探析“优化高中化学问题组设计”的基本要素[J].化学教学,2012,(3):26-28.