临床课堂讲授的建议
|
摘要
无论教学方式方法如何变迁,课堂讲授仍是现今最常用且有效的教学方式。文章就临床教师如何把握理论大课教授中的导入、主要讲解及课堂收束三个重要环节,给出了具体建议。导入以引起学生注意、激发学习动机、明确讲课意图、进入教学交流为目的,这部分内容需要精心设计。课中主要讲解需遵循八条基本原则:强调科学性,注重逻辑性;密切联系临床实际;突出重点,讲透难点;注意学生临床思维能力的培养;注意师生互动,做好课堂提问;关注方法,少讲精讲;注意教学工具的使用;强化记忆,适时小结。课堂收束时学生注意力高,要充分巧妙地利用,同时要给学生留有提问交流的时间。教学结束后,要做好总结反思,持续改进提高。
No matter how the teaching methods change, classroom teaching is still the most commonly used and effective method of teaching. This paper gives detailed suggestions on how to conduct the introduction, explanation and ending of a theory lesson, which are the three important part of classroom teaching. The purposes of a lesson introduction are attracting the attention of students, stimulating learning motivation, making clear teaching intention and entering teacher-student communication. The introduction part should be elaborately designed. There are eight basic principles that should be followed in teaching. Teaching should be scientific and logical, closely connecting with clinical practice, stressing the key points and difficulty points, paying attention to the cultivation of students' clinical thinking ability, increasing teacher-student interaction and asking questions, emphasizing methodology and doing less lecturing, making good use of teaching tools, strengthening memorization and giving timely summary. When the lesson is ending, the students are paying more attention. Teachers should make full use of this opportunity skilfully and at the same time give students enough time to ask questions. After the end of teaching, teachers should reflect and keep improving.
No matter how the teaching methods change, classroom teaching is still the most commonly used and effective method of teaching. This paper gives detailed suggestions on how to conduct the introduction, explanation and ending of a theory lesson, which are the three important part of classroom teaching. The purposes of a lesson introduction are attracting the attention of students, stimulating learning motivation, making clear teaching intention and entering teacher-student communication. The introduction part should be elaborately designed. There are eight basic principles that should be followed in teaching. Teaching should be scientific and logical, closely connecting with clinical practice, stressing the key points and difficulty points, paying attention to the cultivation of students' clinical thinking ability, increasing teacher-student interaction and asking questions, emphasizing methodology and doing less lecturing, making good use of teaching tools, strengthening memorization and giving timely summary. When the lesson is ending, the students are paying more attention. Teachers should make full use of this opportunity skilfully and at the same time give students enough time to ask questions. After the end of teaching, teachers should reflect and keep improving.
引文
[1]刘瑛,马肖容,王玲珠,等.如何上好临床医学理论课[J].亚太教育,2016(16):126-127.
[2]王静,刘永民.提高医用化学理论大课质量的教学实践和探索[J].中国继续医学教育,2015,7(18):34-35.
[3]杨琳琳,杨宏英,张磊,等.布卢姆教育目标分类学在妇产科理论课教学中的应用[J].昆明医科大学学报,2018,39(4):145-148.
[4]肯尼斯·莫尔.课堂教学技巧[M].刘静,译.北京:人民教育出版社,2009:119.
[5]魏严.翻转课堂教学模式应用于病理教学中的效果研究[J].中国继续医学教育,2018,10(4):19-21.
[6]巴巴拉·G·戴维斯.教学方法手册[M].严慧仙,译.杭州:浙江大学出版社,2006:96-97.
[7]Kelly M Skeff,Georgette A Stratos.临床教学方法[M].曾学军,黄晓明,译.北京:中国协和医科大学出版社,2013:45.
[8]许冬武,陈迎红.医教协同理念下医学教学基地的建设与思考[J].中国高教研究,2016(2):87-91.
[9]宋凡,杨光耀,圻来华.临床医学生临床思维能力的培养分析[J].中国继续医学教育,2017,9(1):39-40.
[10]Jeff Wiese.医院教学[M].曾学军,译.北京:中国协和医科大学出版社,2012:17.
[11]孔凡哲,崔荣梅.课堂教学新方式及其课堂处理技巧:基本方法与典型案例[M].福州:福建教育出版社,2011:219.
[12]路凌,叶耀辉,王力,等.医学本科生素质评价指标体系构建研究[J].人力资源开发,2015(24):31-32.
[2]王静,刘永民.提高医用化学理论大课质量的教学实践和探索[J].中国继续医学教育,2015,7(18):34-35.
[3]杨琳琳,杨宏英,张磊,等.布卢姆教育目标分类学在妇产科理论课教学中的应用[J].昆明医科大学学报,2018,39(4):145-148.
[4]肯尼斯·莫尔.课堂教学技巧[M].刘静,译.北京:人民教育出版社,2009:119.
[5]魏严.翻转课堂教学模式应用于病理教学中的效果研究[J].中国继续医学教育,2018,10(4):19-21.
[6]巴巴拉·G·戴维斯.教学方法手册[M].严慧仙,译.杭州:浙江大学出版社,2006:96-97.
[7]Kelly M Skeff,Georgette A Stratos.临床教学方法[M].曾学军,黄晓明,译.北京:中国协和医科大学出版社,2013:45.
[8]许冬武,陈迎红.医教协同理念下医学教学基地的建设与思考[J].中国高教研究,2016(2):87-91.
[9]宋凡,杨光耀,圻来华.临床医学生临床思维能力的培养分析[J].中国继续医学教育,2017,9(1):39-40.
[10]Jeff Wiese.医院教学[M].曾学军,译.北京:中国协和医科大学出版社,2012:17.
[11]孔凡哲,崔荣梅.课堂教学新方式及其课堂处理技巧:基本方法与典型案例[M].福州:福建教育出版社,2011:219.
[12]路凌,叶耀辉,王力,等.医学本科生素质评价指标体系构建研究[J].人力资源开发,2015(24):31-32.