慕课结合翻转课堂在医学影像学教学的应用
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摘要
医学影像学是从基础医学转入临床医学过程中的重要"桥梁课"。在以往的教学实践中,对于医学影像学理论教学部分,均采用传统的授课式教学法,即以教师为主导地位的"填鸭式"教学方法。基于MOOC的翻转课堂教学模式是一种以学生作为教学主体,利用高质量、海量的网络教学资源将传统课堂翻转,在课前、课后完成知识的传授,在课堂上通过讨论及疑难解答完成知识内化的教学模式。将慕课与翻转课堂相结合的教学模式引入医学影像学临床教学中,可以提高学生学习的自主性以及培养学生自学能力,更好的完成知识的内化,有利于更好的培养学生的临床思维。
Medical imaging is an important bridge course that moves from basic medicine to clinical medicine. In the previous teaching practice, the traditional teaching method was adopted for the theoretical teaching of medical imaging, namely, the "cramming" teaching method with the teacher-dominated. MOOC-based flip classroom teaching mode is a kind of teaching subject with students as its main body, which makes use of the network teaching of high quality, vast resources to flip the traditional classroom. It completes the transfer of knowledge before and after class, and completes the teaching mode of knowledge internalization through discussion and troubleshooting in the classroom. The massive open online course and flipped teaching mode are combined to construct the new teaching mode and introduce the medical imaging clinical teaching practice, which can effectively motivate the students' learning initiative and make the knowledge internalization completely better. In addition, it is also a beneficial mean to cultivate the students' clinical thinking.
Medical imaging is an important bridge course that moves from basic medicine to clinical medicine. In the previous teaching practice, the traditional teaching method was adopted for the theoretical teaching of medical imaging, namely, the "cramming" teaching method with the teacher-dominated. MOOC-based flip classroom teaching mode is a kind of teaching subject with students as its main body, which makes use of the network teaching of high quality, vast resources to flip the traditional classroom. It completes the transfer of knowledge before and after class, and completes the teaching mode of knowledge internalization through discussion and troubleshooting in the classroom. The massive open online course and flipped teaching mode are combined to construct the new teaching mode and introduce the medical imaging clinical teaching practice, which can effectively motivate the students' learning initiative and make the knowledge internalization completely better. In addition, it is also a beneficial mean to cultivate the students' clinical thinking.
引文
[1]罗宁斌,赵阳,金观桥,等.浅谈Seminar—案例教学法在医学影像学临床教学中的应用[J].中国继续医学教育,2017,9(4):31-32.
[2]郑敏文.翻转教学模式在医学影像学教学中的应用[J].实用放射学杂志,2018,34(1):145-146,154.
[3]张兴华.网络时代我们该如何应对“慕课”的挑战?--访教育部科技发展中心主任李志民[J].山东高等教育(原刊名:青岛大学师范学院学报),2014,2(8):5-10.
[4]黄萨,陈鹏,佟丹,等.医学影像学慕课教学模式探索[J].中华医学教育杂志,2016,36(6):874-876,894.
[5]金陵.从联系中看MOOC、微课和微课程[J].中国信息技术教育,2013,14(6):33.
[6]刘浩.关于我国大学“幕课”建设的几点思考[J].实验室研究与探索,2014,33(12):246-250.
[7]戴慧,郝光宇,陈蒙,等.基于翻转课堂的医学影像学教学实践研究[J].考试周刊,2017(84):2-3.
[8]赵阳,罗宁斌,金观桥,等.基于微课的翻转课堂在《医学影像诊断学》教学中的应用[J].广西医学,2016,38(12):1787-1788.
[9]王敏,刘希胜,王建伟.慕课结合课堂教学:医学影像教学改革的新思路[J].中华医学教育探索杂志,2016.15(1):72-75.
[10]王克芳,牟焕玉,高洁,等.基于慕课的《护理学基础》翻转课堂教学学生真实体验的质性研究[J].中国实用护理杂志,2017,33(31):2462-2465.
[11]唐志雄.探讨慕课背景下的翻转课堂对传统教学模式的影响——以临床医学课程教学为例[J].养生保健指南,2017(18):69,245.
[12]唐宏亮,农章嵩,王雄将,等.基于MOOC的翻转课堂教学模式在推拿手法学课程教学改革中的应用[J].中国中医药信息杂志,2018,25(4):125-128.
[13]初万江,李连宏,王建,等.基于MOOC的医学教育改革思考[J].中国医学教育技术,2015,29(1):1-4.
[2]郑敏文.翻转教学模式在医学影像学教学中的应用[J].实用放射学杂志,2018,34(1):145-146,154.
[3]张兴华.网络时代我们该如何应对“慕课”的挑战?--访教育部科技发展中心主任李志民[J].山东高等教育(原刊名:青岛大学师范学院学报),2014,2(8):5-10.
[4]黄萨,陈鹏,佟丹,等.医学影像学慕课教学模式探索[J].中华医学教育杂志,2016,36(6):874-876,894.
[5]金陵.从联系中看MOOC、微课和微课程[J].中国信息技术教育,2013,14(6):33.
[6]刘浩.关于我国大学“幕课”建设的几点思考[J].实验室研究与探索,2014,33(12):246-250.
[7]戴慧,郝光宇,陈蒙,等.基于翻转课堂的医学影像学教学实践研究[J].考试周刊,2017(84):2-3.
[8]赵阳,罗宁斌,金观桥,等.基于微课的翻转课堂在《医学影像诊断学》教学中的应用[J].广西医学,2016,38(12):1787-1788.
[9]王敏,刘希胜,王建伟.慕课结合课堂教学:医学影像教学改革的新思路[J].中华医学教育探索杂志,2016.15(1):72-75.
[10]王克芳,牟焕玉,高洁,等.基于慕课的《护理学基础》翻转课堂教学学生真实体验的质性研究[J].中国实用护理杂志,2017,33(31):2462-2465.
[11]唐志雄.探讨慕课背景下的翻转课堂对传统教学模式的影响——以临床医学课程教学为例[J].养生保健指南,2017(18):69,245.
[12]唐宏亮,农章嵩,王雄将,等.基于MOOC的翻转课堂教学模式在推拿手法学课程教学改革中的应用[J].中国中医药信息杂志,2018,25(4):125-128.
[13]初万江,李连宏,王建,等.基于MOOC的医学教育改革思考[J].中国医学教育技术,2015,29(1):1-4.