临床医学课堂教学的生态学思考
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摘要
笔者荣幸获得公派去美国留学,专门学习其医学生临床教学方法。现在学成归来,感悟之深的是美国的生态课堂教学。文章试图从生态学的角度提出国内当前临床医学课堂教学模式存在的问题,探讨了构建临床医学生态课堂的具体策略,并对保证生态教育目标的实现的关键点进行分析,以期促进该教学法在实际临床医学教学中的应用与推广。
The author is honored to be sent to the United States to study abroad, specializing in the clinical teaching methods of medical students. While returning back to China, the author bears a deep awareness of the ecological classroom teaching in the United States. Thus, the article attempts to present the problems existing in the current clinical medical classroom teaching mode from the perspective of ecology, discusses the specific strategies for constructing the clinical medical ecological classroom, and analyzes the key points to ensure the realization of the ecological education objectives, with a view to promoting the teaching method. Application and promotion in practical clinical medicine teaching.
The author is honored to be sent to the United States to study abroad, specializing in the clinical teaching methods of medical students. While returning back to China, the author bears a deep awareness of the ecological classroom teaching in the United States. Thus, the article attempts to present the problems existing in the current clinical medical classroom teaching mode from the perspective of ecology, discusses the specific strategies for constructing the clinical medical ecological classroom, and analyzes the key points to ensure the realization of the ecological education objectives, with a view to promoting the teaching method. Application and promotion in practical clinical medicine teaching.
引文
[1]吴鼎福,诸文蔚.教育生态学[M].江苏:江苏教育出版社,2000:116.
[2]Laferrière,E.,Stoett, P. J. International Relations Theory and Ecological Thought:Towards a Synthesis[M].New York:Routledge,1999:3-5.
[3]Doyle, W. Ecological Approaches to Classroom Management.In Evertson,C.(Ed.),Weinstein,C.(Ed.). Handbook of Classroom Management:Research,Practice,and Contemporary Issues[M].New York:Routledge,2006:97-126.
[4]徐陶,彭文波.课堂生态观[J].教育理论与实践,2002,22(10):37-40.
[5]李帮琼,冯维.课堂生态观的研究进展[J].新课程研究,2007(3):3-5.
[6]Griggs, M. S., Mikami, A. Y. and Rimm-Kaufman, S. E..Classroom quality and student behavior trajectiories in elementary school[J].Psychology in School,2016,53:690-704.
[7]Simeng Gu, Mengdan Gao, Yaoyao Yan, etal. The Neural Mechanism Underlying Cognitive and Emotional Processes in Creativity[J].Frontiers in Psychology,2018,9:1924.
[8]赵冬云,边林.基于教育生态学理论的课堂主体的构建[J].教育理论与实践,2013,33(29):44-46.
[9]程从柱,刘惊铎.生态主义视野下的师生关系探析[J].中国教育学刊,2009(12):27-29.
[10]马丁·布贝尔.我与你[M].北京:商务印书馆,2015:119.
[11]陈战.浅议形成性评估在大学英语教学中的实施[J].吉林省教育学院学报,2012(12):49-50.
[12]张向葵.教育生态:课堂教学监控的鲜活生命[J].教育科学研究,2003(Z1):7-8.
[13]关文信.课堂教学监控生态化的关键[J].教育探索,2003(8):68-70.
[14]Khajavy, G., MacIntyre, P., Barabadi, E.. Role of the emotions and classroom environment in willingness to communicate:applying doubly latent multilevel analysis in second language acquisition research[J].Studies in Second Language Acquisition,2018,40(3):605-624.
[2]Laferrière,E.,Stoett, P. J. International Relations Theory and Ecological Thought:Towards a Synthesis[M].New York:Routledge,1999:3-5.
[3]Doyle, W. Ecological Approaches to Classroom Management.In Evertson,C.(Ed.),Weinstein,C.(Ed.). Handbook of Classroom Management:Research,Practice,and Contemporary Issues[M].New York:Routledge,2006:97-126.
[4]徐陶,彭文波.课堂生态观[J].教育理论与实践,2002,22(10):37-40.
[5]李帮琼,冯维.课堂生态观的研究进展[J].新课程研究,2007(3):3-5.
[6]Griggs, M. S., Mikami, A. Y. and Rimm-Kaufman, S. E..Classroom quality and student behavior trajectiories in elementary school[J].Psychology in School,2016,53:690-704.
[7]Simeng Gu, Mengdan Gao, Yaoyao Yan, etal. The Neural Mechanism Underlying Cognitive and Emotional Processes in Creativity[J].Frontiers in Psychology,2018,9:1924.
[8]赵冬云,边林.基于教育生态学理论的课堂主体的构建[J].教育理论与实践,2013,33(29):44-46.
[9]程从柱,刘惊铎.生态主义视野下的师生关系探析[J].中国教育学刊,2009(12):27-29.
[10]马丁·布贝尔.我与你[M].北京:商务印书馆,2015:119.
[11]陈战.浅议形成性评估在大学英语教学中的实施[J].吉林省教育学院学报,2012(12):49-50.
[12]张向葵.教育生态:课堂教学监控的鲜活生命[J].教育科学研究,2003(Z1):7-8.
[13]关文信.课堂教学监控生态化的关键[J].教育探索,2003(8):68-70.
[14]Khajavy, G., MacIntyre, P., Barabadi, E.. Role of the emotions and classroom environment in willingness to communicate:applying doubly latent multilevel analysis in second language acquisition research[J].Studies in Second Language Acquisition,2018,40(3):605-624.