以学生为中心的中医妇科学教学方法探索
|
摘要
中医妇科学是中医学重要的临床桥梁课之一,实践性较强,在教学中应注重"以学生为中心",根据教学内容广泛采用多元化教学法,如课堂讲授法、案例式教学法、情景模拟教学法、PBL教学法、归纳总结法、仿真模拟教学法、线上与线下相结合教学等,激发学生的学习兴趣,调动学生的主观能动性,加强理论知识与临床实践相结合,提高学生的临床思维能力,保证教学效果。
Gynecology of TCM is one of the important clinical bridge courses in traditional Chinese medicine. It 's highly practical,and we should pay attention to "student-centered" in teaching. Diversified teaching methods are widely adopted according to the teaching contents, such as classroom teaching method, case teaching method, scenario simulation teaching method, PBL teaching method, inductive summary method, simulation teaching method, combined online and offline teaching, etc. In this way, students 'learning interest can be stimulated, their subjective initiative can be mobilized, the combination of theoretical knowledge and clinical practice can be strengthened, and students' clinical thinking ability can be improved to ensure the teaching effect.
Gynecology of TCM is one of the important clinical bridge courses in traditional Chinese medicine. It 's highly practical,and we should pay attention to "student-centered" in teaching. Diversified teaching methods are widely adopted according to the teaching contents, such as classroom teaching method, case teaching method, scenario simulation teaching method, PBL teaching method, inductive summary method, simulation teaching method, combined online and offline teaching, etc. In this way, students 'learning interest can be stimulated, their subjective initiative can be mobilized, the combination of theoretical knowledge and clinical practice can be strengthened, and students' clinical thinking ability can be improved to ensure the teaching effect.
引文
[1]高云海,刘华.大学教育新理念及其践行路径[J].通化师范学院学报,2018,39(9):18-24.
[2]刘海燕.“以学生为中心的学习”:欧洲高等教育教学改革的核心命题[J].教育研究,2017,38(12):119-128.
[3]谈勇.中医妇科学[M].北京:中国中医药出版社,2006:11-14.
[4]刘海燕,王利春,李杨琪.归纳总结法在中医妇科教学中的应用探讨[J].中国中医药现代远程教育,2017,15(6):29-31.
[5]张璇.案例式教学法在中医妇科学教学中的实践与探讨[J].内蒙古中医药,2016,35(8):145.
[6]刘同刚,沙凯辉.情景模拟教学法在感染科临床实习带教中的应用[J].卫生职业教育,2018,36(18):128-129.
[7]王占利. PBL教学法在研究生中医妇科中的应用评价[J].中国中医药现代远程教育,2018,16(6):34-35.
[8]张红,徐云霞.以学生为中心的多元化教学方法在中医妇科学教学中的探讨[J].中医药临床杂志,2017,29(6):952-954.
[9]陈宁,董相丽.慕课及翻转课堂在中医妇科学课堂教学中的应用[J].环球中医药,2015,8(S2):85.
[2]刘海燕.“以学生为中心的学习”:欧洲高等教育教学改革的核心命题[J].教育研究,2017,38(12):119-128.
[3]谈勇.中医妇科学[M].北京:中国中医药出版社,2006:11-14.
[4]刘海燕,王利春,李杨琪.归纳总结法在中医妇科教学中的应用探讨[J].中国中医药现代远程教育,2017,15(6):29-31.
[5]张璇.案例式教学法在中医妇科学教学中的实践与探讨[J].内蒙古中医药,2016,35(8):145.
[6]刘同刚,沙凯辉.情景模拟教学法在感染科临床实习带教中的应用[J].卫生职业教育,2018,36(18):128-129.
[7]王占利. PBL教学法在研究生中医妇科中的应用评价[J].中国中医药现代远程教育,2018,16(6):34-35.
[8]张红,徐云霞.以学生为中心的多元化教学方法在中医妇科学教学中的探讨[J].中医药临床杂志,2017,29(6):952-954.
[9]陈宁,董相丽.慕课及翻转课堂在中医妇科学课堂教学中的应用[J].环球中医药,2015,8(S2):85.