微助教在预防医学实验教学中的应用
|
摘要
高等医学院校预防医学实验课程作为一门课程量大,种类多且复杂的实验课程,一直是高校教学中难度较大的一门学科。传统的预防医学实验教学方法以教师提供操作步骤、学生验证模仿为主,激发学生的应用能力有限。微助教利用信息通信技术以及互联网平台,结合预防医学实验教学的特点与之深度融合,因而在教学中应用广泛,接受度高。笔者将对预防医学实验课程中使用微助教辅助实验教学和传统的实验教学模式进行对比,探讨在教学中的实践效果差异。
As an experimental course with large quantity, variety and complexity, preventive medicine experiment course in higher medical colleges is always a difficult subject in higher education. The traditional methods of preventive medicine experiment teaching are mainly teachers' operation steps, students' verification and imitation, and students' application ability is limited. With the use of information communication technology and Internet platform, and combined with the characteristics of preventive medicine experimental teaching, the micro assistant has been widely used in teaching with high acceptability. In this paper, the author compared the traditional experimental teaching mode with the microteaching assistant in the preventive medical experiment course,and discussed the difference of the practical effect in teaching.
As an experimental course with large quantity, variety and complexity, preventive medicine experiment course in higher medical colleges is always a difficult subject in higher education. The traditional methods of preventive medicine experiment teaching are mainly teachers' operation steps, students' verification and imitation, and students' application ability is limited. With the use of information communication technology and Internet platform, and combined with the characteristics of preventive medicine experimental teaching, the micro assistant has been widely used in teaching with high acceptability. In this paper, the author compared the traditional experimental teaching mode with the microteaching assistant in the preventive medical experiment course,and discussed the difference of the practical effect in teaching.
引文
[1]贾兰,周铎,赵光.基于“互联网+”的仪器分析理论教学与实验教学方法改革[J].辽宁工业大学学报,2017,19(1):130-132.
[2]苏雄,刘颖,王艳玲,等.新时期预防医学实践教学改革探索[J].中国中医药现代远程教育,2018(4):5-7.
[3]谭志虎,胡迪青,田媛,等.微助教对高校大班课堂互动教学的重构[J].现代教育技术,2018,28(1):107-113.
[4]马静,陈永欣,伍冠一,等.微助教在中医院校生理学课程中的应用及思考[J].教育现代化,2018,5(4):197-198.
[5]吕慧慧,乔漫洁,伍盼盼,等.虚拟仿真实验系统在预防医学实验教学中的应用[J].中国中医药现代远程教育,2018(8):33-35.
[6]杜鹃,冯小雨.网络环境下《预防医学》实验教学实施效果调查[J].吉林医药学院学报,2018(2):81.
[7]王垚,王金华.形成性评价在口腔预防医学实验教学中的应用[J].重庆医学,2016,45(11):1575-1577.
[2]苏雄,刘颖,王艳玲,等.新时期预防医学实践教学改革探索[J].中国中医药现代远程教育,2018(4):5-7.
[3]谭志虎,胡迪青,田媛,等.微助教对高校大班课堂互动教学的重构[J].现代教育技术,2018,28(1):107-113.
[4]马静,陈永欣,伍冠一,等.微助教在中医院校生理学课程中的应用及思考[J].教育现代化,2018,5(4):197-198.
[5]吕慧慧,乔漫洁,伍盼盼,等.虚拟仿真实验系统在预防医学实验教学中的应用[J].中国中医药现代远程教育,2018(8):33-35.
[6]杜鹃,冯小雨.网络环境下《预防医学》实验教学实施效果调查[J].吉林医药学院学报,2018(2):81.
[7]王垚,王金华.形成性评价在口腔预防医学实验教学中的应用[J].重庆医学,2016,45(11):1575-1577.