微信群翻转课堂教学在胸外科教学中的应用
|
摘要
目前我国的教育体系多是以传统模式为主,高校的教育质量和创新没有大的改善,怎样利用好现代的电子化信息来将教育模式实现良好的转变,让学生感受到学习的真正乐趣,既可以及时的消化主要教学内容,又使教育结构多样化,知识体现生动化,翻转课堂(flipped classroom)是一种新兴的教育手段,微信是当前人们应用较多的通讯手段,在临床科室中,胸外科占有很大的比重,是一个注重理论与实践相结合的临床学科,如何让学生最大程度的将所学的东西学以致用,是临床医疗与教育工作者面临的主要问题,为此,本文将互联网教学与传统教学模式相结合,即将微信群翻转课堂教学模式应用于胸外科的教学中,旨在为临床上更好的探索胸外科的适当的教学模式提供依据。
At present, China's education system is mostly based on the traditional model. The quality and innovation of college education have not been greatly improved. How to make good use of modern electronic information to achieve a good transformation of the education model, so that students can feel the real pleasure of learning. It can not only digest the main teaching content in time, but also diversify the educational structure and vividly reflect the knowledge. Flipped classroom is an emerging educational method. WeChat is the communication means that people use more in the clinic. Among them, thoracic surgery has a large proportion. It is a clinical discipline that emphasizes the combination of theory and practice. How to make students learn what they have learned to the greatest extent is the main problem faced by clinical medical and educators. Therefore, this paper combines Internet teaching with traditional teaching mode, and applies the WeChat group flip classroom teaching mode to the teaching of thoracic surgery, aiming to provide a basis for better exploring the appropriate teaching mode of thoracic surgery in clinical practice;
At present, China's education system is mostly based on the traditional model. The quality and innovation of college education have not been greatly improved. How to make good use of modern electronic information to achieve a good transformation of the education model, so that students can feel the real pleasure of learning. It can not only digest the main teaching content in time, but also diversify the educational structure and vividly reflect the knowledge. Flipped classroom is an emerging educational method. WeChat is the communication means that people use more in the clinic. Among them, thoracic surgery has a large proportion. It is a clinical discipline that emphasizes the combination of theory and practice. How to make students learn what they have learned to the greatest extent is the main problem faced by clinical medical and educators. Therefore, this paper combines Internet teaching with traditional teaching mode, and applies the WeChat group flip classroom teaching mode to the teaching of thoracic surgery, aiming to provide a basis for better exploring the appropriate teaching mode of thoracic surgery in clinical practice;
引文
[1]王立国,部爱贤,帅观平,等.微信支持的翻转课堂教学实践研究——以《针灸学》教学为例[J].中医临床研究,2018,10(10):131-134.
[2]王大佳,张志波,杨屹,等.基于微信的翻转课堂学习模式在小儿外科学教学中的应用研究[J].中国继续医学教育,2017,9(35):7-9.
[3]陈思宏,刘姝祺,张松.基于移动社交平台的翻转课堂教学模式的探究——以微生物学教学为例[J].高校生物学教学研究(电子版),2016,6(2):27-32.
[4]黄华兴,高梅,封益飞,等.基于微信群构建翻转课堂提高麻醉实习效果的实践[J].中国高等医学教育,2018(9):87-88.
[5]黄琰,蒋玲,黄磊.翻转课堂在现代教育技术实验教学中的应用研究[J].中国电化教育,2014,5(4):110-115.
[6]张玉红,周滋霞,冯蓉,等.高职妇产科护理翻转课堂的实施与效果评价[J].护理学杂志,2015,8(6):77-79.
[7]张建男,曹文学.微信群互动模式在肝胆胰中心实习护生临床教学中的应用[J].临床护理杂志,2017,16(1):75-77.
[8]张莹莹,胡宝玉.基于微信平台的任务驱动教学模式在妇产科护理学教学中的应用[J].卫生职业教育,2015,33(23):55-56.
[9]张春梅,金昌德.翻转教学设计在急救护理学教学中的应用研究[J].中华护理教育,2015,12(4):259-263.
[10]李希琳,王惠珍.微信及微信公众平台在护理教学中的应用现状[J].护理实践与研究,2016,13(17):29-31.
[11]杨晓玲,曾建霜,杨微.翻转课堂教学法在我国护理教育教学中应用的SWOT分析[J].护理学杂志,2016,31(15):70-72.
[12]温萌,鲁兴梅,张娅妮,等.基于微课的翻转课堂教学模式在护理教学中的应用探索[J].卫生职业教育,2015,33(13):76-78.
[13]邓广耀.翻转课堂教学模式在系统解剖学教学中的实施与评价[J].中国高等医学教育,2017(2):63-64.
[14]景婧.翻转课堂教学模式在护理教育中的应用研究进展[J].护理学杂志,2016,31(7):98-101.
[15]张灼阳,赵蔚,肖家祁,等.新教学模式、媒介在病原生物学实验教学中的应用[J].中国微生态学杂志,2017,29(2):217-219.
[16]王晓亮,付金坤,杨雪,等.微信群平台联合Seminar教学法在ERCP初学者后续培训中的作用[J].医学教育研究与实践,2018,26(3):439-442.
[17]贾爱群,陈建林.微信群互动教学模式在临床护理带教中的效果评价[J].实用临床护理学电子杂志,2018,3(33):182,185.
[2]王大佳,张志波,杨屹,等.基于微信的翻转课堂学习模式在小儿外科学教学中的应用研究[J].中国继续医学教育,2017,9(35):7-9.
[3]陈思宏,刘姝祺,张松.基于移动社交平台的翻转课堂教学模式的探究——以微生物学教学为例[J].高校生物学教学研究(电子版),2016,6(2):27-32.
[4]黄华兴,高梅,封益飞,等.基于微信群构建翻转课堂提高麻醉实习效果的实践[J].中国高等医学教育,2018(9):87-88.
[5]黄琰,蒋玲,黄磊.翻转课堂在现代教育技术实验教学中的应用研究[J].中国电化教育,2014,5(4):110-115.
[6]张玉红,周滋霞,冯蓉,等.高职妇产科护理翻转课堂的实施与效果评价[J].护理学杂志,2015,8(6):77-79.
[7]张建男,曹文学.微信群互动模式在肝胆胰中心实习护生临床教学中的应用[J].临床护理杂志,2017,16(1):75-77.
[8]张莹莹,胡宝玉.基于微信平台的任务驱动教学模式在妇产科护理学教学中的应用[J].卫生职业教育,2015,33(23):55-56.
[9]张春梅,金昌德.翻转教学设计在急救护理学教学中的应用研究[J].中华护理教育,2015,12(4):259-263.
[10]李希琳,王惠珍.微信及微信公众平台在护理教学中的应用现状[J].护理实践与研究,2016,13(17):29-31.
[11]杨晓玲,曾建霜,杨微.翻转课堂教学法在我国护理教育教学中应用的SWOT分析[J].护理学杂志,2016,31(15):70-72.
[12]温萌,鲁兴梅,张娅妮,等.基于微课的翻转课堂教学模式在护理教学中的应用探索[J].卫生职业教育,2015,33(13):76-78.
[13]邓广耀.翻转课堂教学模式在系统解剖学教学中的实施与评价[J].中国高等医学教育,2017(2):63-64.
[14]景婧.翻转课堂教学模式在护理教育中的应用研究进展[J].护理学杂志,2016,31(7):98-101.
[15]张灼阳,赵蔚,肖家祁,等.新教学模式、媒介在病原生物学实验教学中的应用[J].中国微生态学杂志,2017,29(2):217-219.
[16]王晓亮,付金坤,杨雪,等.微信群平台联合Seminar教学法在ERCP初学者后续培训中的作用[J].医学教育研究与实践,2018,26(3):439-442.
[17]贾爱群,陈建林.微信群互动教学模式在临床护理带教中的效果评价[J].实用临床护理学电子杂志,2018,3(33):182,185.