基于“雨课堂”的八年制生理学教学设计与应用
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摘要
当前传统的生理学课堂教学模式已不再适应和满足新时期八年制临床医学专业学生的学习习惯及需求,因而如何调动学生的有效思维,提高学生课堂参与度是目前第一课堂教学改革的当务之急。通过对八年制医学整合课程生理学教学特点及现存问题的分析,采用在线智慧教学工具"雨课堂",以生理学血液章节为例,基于"雨课堂"智慧学习平台开展混合式创新教学,并使用血液章节学生成绩分析作为"雨课堂"教学效果评估指标,证明"雨课堂"教学在提升第一课堂质量中的作用和优势。最后,对"雨课堂"使用时存在的问题和解决策略进行初步探讨,期望能为临床医学八年制生理学教学提供有价值的参考和建议。
The traditional classroom teaching mode applied in physiology is not well adapted to the study habits and needs of the eight-year clinical medical students nowadays. As a result,it is urgent to mobilize the effective thinking and improve the class participation of students in the current educational reform. According to the analysis of the teaching characteristics and the problems in the medical integration course for eight-year clinical medicine specialty,the"rain classroom",a wisdom tool for online teaching,was chosen to develop the mixed innovative teaching. Taking the chapter of blood as example,this paper proves the functions and advantages of"rain classroom"in improving the teaching quality of classroom teaching by evaluating the final scores of students. Finally,it has a preliminary discussion on the problems and solutions in using the"rain classroom"and it is expected to provide valuable references and advice for physiology teaching of eight-year clinical medicine specialty.
The traditional classroom teaching mode applied in physiology is not well adapted to the study habits and needs of the eight-year clinical medical students nowadays. As a result,it is urgent to mobilize the effective thinking and improve the class participation of students in the current educational reform. According to the analysis of the teaching characteristics and the problems in the medical integration course for eight-year clinical medicine specialty,the"rain classroom",a wisdom tool for online teaching,was chosen to develop the mixed innovative teaching. Taking the chapter of blood as example,this paper proves the functions and advantages of"rain classroom"in improving the teaching quality of classroom teaching by evaluating the final scores of students. Finally,it has a preliminary discussion on the problems and solutions in using the"rain classroom"and it is expected to provide valuable references and advice for physiology teaching of eight-year clinical medicine specialty.
引文
[1]姚洁,王伟力.微信“雨课堂”混合学习模式应用于高校教学的实证研究[J].高教探索,2017,9:50-54.
[2]冼利青,王科霖,宁静.临床医学八年制学生学习问卷调查与分析[J].医学教育探索,2010,9(8):1023-1026.
[3] LI XM,SONG SQ. Mobile technology affordance and its social implications:A case of“Rain Classroom”[J]. Brit J Educ Technol,2018,49(2):276-291.
[4]王杨,朱少晖,顾准.基于雨课堂的项目课程混合式教学模式的构建[J].生命的化学,2017,36:1086-1090.
[5]王帅国.“雨课堂”:移动互联网与大数据背景下的智慧教学工具[J].现代教育技术,2017,27(5):26-32.
[6]孙笑微.“互联网+”时代下“雨课堂”在课程中的教学改革实践研究[J].沈阳师范大学学报(自然科学版),2018,36(1):92-96.
[7]李宁,王顺,杨菁,等.基于“雨课堂”的混合式教学在生物化学脂代谢教学中的应用[J].基础医学教育,2018,20(6):491-493.
[2]冼利青,王科霖,宁静.临床医学八年制学生学习问卷调查与分析[J].医学教育探索,2010,9(8):1023-1026.
[3] LI XM,SONG SQ. Mobile technology affordance and its social implications:A case of“Rain Classroom”[J]. Brit J Educ Technol,2018,49(2):276-291.
[4]王杨,朱少晖,顾准.基于雨课堂的项目课程混合式教学模式的构建[J].生命的化学,2017,36:1086-1090.
[5]王帅国.“雨课堂”:移动互联网与大数据背景下的智慧教学工具[J].现代教育技术,2017,27(5):26-32.
[6]孙笑微.“互联网+”时代下“雨课堂”在课程中的教学改革实践研究[J].沈阳师范大学学报(自然科学版),2018,36(1):92-96.
[7]李宁,王顺,杨菁,等.基于“雨课堂”的混合式教学在生物化学脂代谢教学中的应用[J].基础医学教育,2018,20(6):491-493.