诊断学省级精品资源共享课的研究与建设
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摘要
诊断学是运用医学基本理论、基本知识和基本技能对疾病进行诊断的一门学科,是医学生从基础学科过渡到临床医学各学科的桥梁课,也是临床各专业学科的重要基础,因此不难看出诊断学的教学在临床上对于疾病的确诊有重要价值。随着我国教育水平的进步,如何提高关于诊断学的教学效果成为了教育界关注的问题之一,研究发现,省级精品资源共享课的建设可以有效提高诊断学的教学质量。省级精品资源共享课是省级精品课程的转型和升级,本文就诊断学精品课程转型和升级过程中,在制作全程视频录像、团队建设、教学内容、教学方法与手段等方面进行建设与研究,更好地为学习者服务。
Diagnostics is a discipline that uses medical basic theories,basic knowledge and basic skills to diagnose diseases. It is a bridge course for medical students to transition from basic subjects to clinical medicine.It is also an important foundation for clinical disciplines. Therefore, it is not difficult to see that the teaching of diagnostics is of great clinical value for the diagnosis of diseases. With the progress of Chinese education level,how to improve the teaching effect on diagnostics has become one of the concerns of the education community. In the process of transformation and upgrading of diagnostic quality courses, this paper builds and studies the whole process of video recording, team building, teaching content, teaching methods and means. To better serve learners.
Diagnostics is a discipline that uses medical basic theories,basic knowledge and basic skills to diagnose diseases. It is a bridge course for medical students to transition from basic subjects to clinical medicine.It is also an important foundation for clinical disciplines. Therefore, it is not difficult to see that the teaching of diagnostics is of great clinical value for the diagnosis of diseases. With the progress of Chinese education level,how to improve the teaching effect on diagnostics has become one of the concerns of the education community. In the process of transformation and upgrading of diagnostic quality courses, this paper builds and studies the whole process of video recording, team building, teaching content, teaching methods and means. To better serve learners.
引文
[1]李琳,胡志希,简维雄,等.中医药在线网络课程建设策略浅探——以湖南中医药大学中医诊断学精品资源共享课为例[J].湖南中医药大学学报,2015,35(6):69-70.
[2]翟倩倩,雒保军.知识管理视角下的诊断学课程教学改革研究[J].中华医学教育杂志,2016,36(4):514-518.
[3]郑旭东,陈琳,陈耀华,等. MOOCs对我国精品资源共享课建设的启示研究[J].中国电化教育,2014,11(1):76-81.
[4]胡永斌,黄荣怀.精品资源共享课的资源建设和开放共享现状调查——信息化促进优质教育资源共享研究(一)[J].电化教育研究,2015,21(2):65-70.
[5]张丽荣,宋天佑,徐家宁,等.精品资源共享课建设的实践与认识[J].中国大学教学,2014(10):24-26.
[6]熊永红.对国家级精品资源共享课建设中几个问题的认识[J].中国大学教学,2014(1):16-18,41.
[7]蒋立兵,陈佑清.教师教育课程开放资源建设与翻转课堂实践研究——以教师教育国家级精品资源共享课“有效教学”的建设为例[J].黑龙江高教研究,2016(8):46-49.
[8]杨方琦,杨晓宏.国家精品资源共享课传播策略研究[J].中国远程教育,2015(3):55-60,80.
[9]王娟,孔亮.精品资源共享课建设研究——知识资产的视角[J].电化教育研究,2014,35(12):68-73.
[10]任越.国家精品资源共享课建设的目标与发展思路探究[J].继续教育研究,2014(7):119-121.
[11]张国民,郭福春,吴国平.网络教学交互视角下国家精品资源共享课程建设和应用研究[J].中国职业技术教育,2015(23):38-42.
[12]郑可春.“网络资源公开课”建设比较研究——以国家精品资源共享课与麻省理工学院MIT网络公开课为例[J].教育发展研究,2017,37(Z1):113-118.
[2]翟倩倩,雒保军.知识管理视角下的诊断学课程教学改革研究[J].中华医学教育杂志,2016,36(4):514-518.
[3]郑旭东,陈琳,陈耀华,等. MOOCs对我国精品资源共享课建设的启示研究[J].中国电化教育,2014,11(1):76-81.
[4]胡永斌,黄荣怀.精品资源共享课的资源建设和开放共享现状调查——信息化促进优质教育资源共享研究(一)[J].电化教育研究,2015,21(2):65-70.
[5]张丽荣,宋天佑,徐家宁,等.精品资源共享课建设的实践与认识[J].中国大学教学,2014(10):24-26.
[6]熊永红.对国家级精品资源共享课建设中几个问题的认识[J].中国大学教学,2014(1):16-18,41.
[7]蒋立兵,陈佑清.教师教育课程开放资源建设与翻转课堂实践研究——以教师教育国家级精品资源共享课“有效教学”的建设为例[J].黑龙江高教研究,2016(8):46-49.
[8]杨方琦,杨晓宏.国家精品资源共享课传播策略研究[J].中国远程教育,2015(3):55-60,80.
[9]王娟,孔亮.精品资源共享课建设研究——知识资产的视角[J].电化教育研究,2014,35(12):68-73.
[10]任越.国家精品资源共享课建设的目标与发展思路探究[J].继续教育研究,2014(7):119-121.
[11]张国民,郭福春,吴国平.网络教学交互视角下国家精品资源共享课程建设和应用研究[J].中国职业技术教育,2015(23):38-42.
[12]郑可春.“网络资源公开课”建设比较研究——以国家精品资源共享课与麻省理工学院MIT网络公开课为例[J].教育发展研究,2017,37(Z1):113-118.