翻转课堂教学模式应用于药剂学大班教学中的策略研究
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摘要
翻转课堂对教学质量的提高源于其变革教学流程所带来的知识传授的提前和知识内化的优化。针对药剂学大班教学中存在的问题,本研究在翻转课堂教学模式设计中,创新了翻转课堂的教学模式,实现了对药剂学课堂教学的重构,并在实践的基础上,提出了药剂学翻转课堂的三种教学模式,即"完全翻转课堂""部分翻转课堂"和"短时翻转课堂"模式。同时,研究结合药剂学课程特点,探索出两种切实有效的方法帮助学生建立完整知识结构,即工艺流程学习法与板书设计建构法。本研究为药学专业药剂学课程及相关专业课程的大班理论教学提供了一种全新的翻转课堂教学模式。
The improvement of teaching quality in flipped classroom obtained from reforming teaching process in imparting the knowledge in advance and the optimizing knowledge internalization. This study aimed at the problems existing in the big-class theory teaching of pharmaceutics, the innovative flipped classroom teaching mode was presented in the course of designing the flipped classroom teaching mode based on problem-driven. Therefor, the reconstruction of classroom teaching of pharmacy was implemented. Three teaching modes namely "completely inverted classroom ","partly inverted classroom" and "inverted classroom in short-time" were put forward in pharmacy theoretical teaching on the basis of practice. At the same time, connecting with the characteristics of the pharmacy curriculum, two kinds of effective methods were explored to help students build complete knowledge structures including the learning method based on technological process and the construction method based on blackboard design. This study provides a fire-new teaching mode for big-class pharmaceutics theory teaching of pharmacy and relevant professional curriculums.
The improvement of teaching quality in flipped classroom obtained from reforming teaching process in imparting the knowledge in advance and the optimizing knowledge internalization. This study aimed at the problems existing in the big-class theory teaching of pharmaceutics, the innovative flipped classroom teaching mode was presented in the course of designing the flipped classroom teaching mode based on problem-driven. Therefor, the reconstruction of classroom teaching of pharmacy was implemented. Three teaching modes namely "completely inverted classroom ","partly inverted classroom" and "inverted classroom in short-time" were put forward in pharmacy theoretical teaching on the basis of practice. At the same time, connecting with the characteristics of the pharmacy curriculum, two kinds of effective methods were explored to help students build complete knowledge structures including the learning method based on technological process and the construction method based on blackboard design. This study provides a fire-new teaching mode for big-class pharmaceutics theory teaching of pharmacy and relevant professional curriculums.
引文
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[2]田爱丽.美、加、新、澳基础教育领域慕课和翻转课堂进展研究[J].创新人才教育,2014(3):75-80.
[3]何朝阳,欧玉芳,曹祁.美国大学翻转课堂教学模式的启示[J].高等工程教育研究,2014(2):148-151,161.
[4]李洪源.我国翻转课堂教学模式研究综述[J].长春师范大学学报,2017,36(12):154-156.
[5]张德福.翻转课堂在高等学校课堂教学中的有效运用[J].黑龙江工程学院学报,2017,31(6):74-77.
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[10]邵晓霞.基于翻转课堂的案例教学研究[J].现代教育科学,2017(12):65-69.
[11]张金磊,张宝辉.游戏化学习理念在翻转课堂教学中的应用研究[J].电子制作,2014,31(14):73-78.
[12]桑新民,李曙华,谢阳斌.21世纪大学课堂向何处去——“太极学堂”的理念和实践探索[J].开放教育研究,2012,18(2):9-21.
[13]赵振宏.翻转课堂十大精彩案例[J].山西电教,2013(1):15-17.
[14]宋艳玲,孟昭鹏,闫雅娟.从认知负荷视角探究翻转课堂——兼及翻转课堂的典型模式分析[J].远程教育杂志,2014,32(1):105-112.
[15]钟晓流,宋述强,胡敏,等.第四次教育革命视域中的智慧教育生态构建[J].远程教育杂志,2015,33(4):34-40.
[16]赵兴龙.翻转课堂中知识内化过程及教学模式设计[J].现代远程教育研究,2014(2):55-61.
[17]Anthea Groessler.About the Flipped Classroom[EB/OL].http://www.uq.edu.au/tediteach/flipped-classroom/whatis-fc.html.
[18]Omar Basri.Turning the Tables on History Education in Singapore:The Flipped Classroom Experience In NUS High School of Math and Science[J].HSSE Online,2013,2(2):62-69.
[19]李海龙,邓敏杰,梁存良.基于任务的翻转课堂教学模式设计与应用[J].现代教育技术,2013,23(9):46-51.
[20]华蕊,李伟,卢清华.翻转课堂在地方高校理论力学教学中的设计与实践[J].高教论坛,2017(6):44-48.
[21]朱海英.高等医科院校医学本科生科研能力的培养实践[J].中国临床医学,2016,23(4):530-533.
[2]田爱丽.美、加、新、澳基础教育领域慕课和翻转课堂进展研究[J].创新人才教育,2014(3):75-80.
[3]何朝阳,欧玉芳,曹祁.美国大学翻转课堂教学模式的启示[J].高等工程教育研究,2014(2):148-151,161.
[4]李洪源.我国翻转课堂教学模式研究综述[J].长春师范大学学报,2017,36(12):154-156.
[5]张德福.翻转课堂在高等学校课堂教学中的有效运用[J].黑龙江工程学院学报,2017,31(6):74-77.
[6]张渝江.翻转课堂变革[J].中国信息技术教育,2012(10):118-121.
[7]Vardi MY.Will Moocs Destroy Academia?[J].Communications of the Acm,2012,55(11):5.
[8]崔梅.MOOC的理念深度:我国高校教学改革再深化探究[J].高教学刊,2015(20):19-20,23.
[9]张金磊,王颖,张宝辉.翻转课堂教学模式研究[J].远程教育杂志,2012,30(4):46-51.
[10]邵晓霞.基于翻转课堂的案例教学研究[J].现代教育科学,2017(12):65-69.
[11]张金磊,张宝辉.游戏化学习理念在翻转课堂教学中的应用研究[J].电子制作,2014,31(14):73-78.
[12]桑新民,李曙华,谢阳斌.21世纪大学课堂向何处去——“太极学堂”的理念和实践探索[J].开放教育研究,2012,18(2):9-21.
[13]赵振宏.翻转课堂十大精彩案例[J].山西电教,2013(1):15-17.
[14]宋艳玲,孟昭鹏,闫雅娟.从认知负荷视角探究翻转课堂——兼及翻转课堂的典型模式分析[J].远程教育杂志,2014,32(1):105-112.
[15]钟晓流,宋述强,胡敏,等.第四次教育革命视域中的智慧教育生态构建[J].远程教育杂志,2015,33(4):34-40.
[16]赵兴龙.翻转课堂中知识内化过程及教学模式设计[J].现代远程教育研究,2014(2):55-61.
[17]Anthea Groessler.About the Flipped Classroom[EB/OL].http://www.uq.edu.au/tediteach/flipped-classroom/whatis-fc.html.
[18]Omar Basri.Turning the Tables on History Education in Singapore:The Flipped Classroom Experience In NUS High School of Math and Science[J].HSSE Online,2013,2(2):62-69.
[19]李海龙,邓敏杰,梁存良.基于任务的翻转课堂教学模式设计与应用[J].现代教育技术,2013,23(9):46-51.
[20]华蕊,李伟,卢清华.翻转课堂在地方高校理论力学教学中的设计与实践[J].高教论坛,2017(6):44-48.
[21]朱海英.高等医科院校医学本科生科研能力的培养实践[J].中国临床医学,2016,23(4):530-533.