口腔医学专业人才培养方案及系列课程综合改革研究
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摘要
20世纪九十年代以来,我国高等口腔医学教育面临新的形势。表现在:高等教育跨越式发展将口腔医学教育推上改革的快车道,中国加入世界贸易组织为口腔医学教育发展创造了新的机遇,医学科学技术的发展催化口腔医学教育教学进行更加深刻的变革,口腔医学教育的重心不断趋向社区化和综合化,推进素质教育成为口腔医学教育教学改革的重点,西部大开发战略的实施对西部地区口腔医学院提出了区位要求。这一切,促使我国口腔医学教育界的工作者一直在思考这样一个问题,即“高等医学院校(口腔医学院)如何实施新时期口腔医学教育,以培养适应21世纪需求的具有可持续发展潜力的高素质口腔医学专业人才?”
围绕这一问题,国内外口腔教育界都从不同角度进行探索,并逐步对口腔医学教育改革形成了七点共识,即:口腔医学教育应当具有全球性的人才培养标准,课程与课程体系应当增强针对性、实用性和可接受性,专业教学内容在结构和内容方面都应当进行拓展,教学模式应当实现信息化,专业教学应融合渗透于人才培养全过程,必须高度重视能力培养,学生应主动参与教学等。在这些共识的指
Since the 90's of 20th century, the higher education of stomatology in our country has been confronted with the new situations, which shows in the followings: the radical development of higher education leads education of stomatology to the speedway of the reform; the entrance of WTO of China provides a new opportunity for the development of stomatological education; the development of scientific technology of medicine causes a great change in stomatological education; the core of stomatological education is increasingly inclined to the community and the integration; the development of quality education becomes the core of stomatological education reform; the implementation of West Development Strategy produces a new demand to medical colleges in the western parts of China. All these make the educators in the stomatology think about such a problem as how a higher medical college (stomatological
college) carries on stomatological education in the new era and how it cultivates high quality professional talents of stomatology to meet the needs of 21st century.This problem is studied in the field of stomatological education at home and abroad in different respects and they gradually reach 7 agreements, such as stomatological education should have a global talents cultivating criterion; curriculum and its system should be oriented, practicable, and acceptable; the specialized education should broaden its construction and content; the patterns of education should be informationized and the specialized education should be employed in the whole process of talents cultivation; great importance must be attached to the capability cultivation and students should take positive part in teaching and learning. Under the guidance of these agreements, the majority of the domestic stomatological colleges are probing how to cultivate qualified talents needed in 21st century and have obtained some precious experience. However, in general, there are few effective solutions to the lack of professional curriculums for the traditional qualified talents of stomatology, the original three-step teaching and learning, neglect of humanity education and innovation, out-of-date teaching contents and backward teaching methods in reforms. Studying new stomatological talents cultivating method is still an important, old but fresh task of stomatological education.This study focuses on this important task with common attention and it absorbs the experience and fruits of the reform of stomatologcal
education at home and abroad since the Ninth Five-Year Plan. It emphasized studying on the solution to the problem of "thinking more of teaching than learning" in traditional scheme to train the stomatological talents. It explored to solve the disadvantages of attaching importance to knowledge delivery rather than the accomplishment and capability training in traditional program; it also probed to resolve the disadvantages of three-stage curriculum system including foundational medicine, clinical medicine and stomatological medicine as traditional education mode.On the bases of the reform of great medical science, the core of this study is the integrative innovation of talents training program and course system. Benefiting from the advanced experience of stomatological education in developed countries, this study also creatively made use of the modern educational technology to promote the reform and overall introduced quality education with characteristics of the professional and innovative education. The study was also intended to push forward the educational reform step by step by the method of designing, practicing and summarizing simultaneously.The new objective of stomatological talents training was established in this study to satisfy the requirements of talents training for in early 21st century and the basic design of simultaneous reform for both teaching and learning was confirmed. As to teaching, a new curriculum system—"four courses platform" was constructed in this
study, which involved required courses platform, network courses platform, selective courses platform and recessive courses platform to serve the students' independent study to construct the knowledge structure favorable for personality development. "Six strengthening" in teaching and learning was proposed in this study, which involved strengthening the new knowledge education, basic stomatology-oriented teaching and learning, practical teaching and learning of stomatology, teaching and learning of foreign language, teaching and learning of humanity and construction of stomatological teaching materials. New teaching methods such as interrogative, discussional, bilingual, integrated and suppositional teaching were widely used to promote the participation of students and transform their passive learning to active learning. Modern educational techniques were widely employed in the study to improve the teaching and learning efficiency.In terms of learning, the strategy of "three programs and one guidance" was implemented in this study, "stomatological quality training program" was carried out to change students' learning notions and establish the right learning motivation; "information quality training program" was carried out to promote their capacity of information management, "program of extracurriculum research for students of stomatology" was carried out to cultivate their innovation. In order to pilot the students to consciously adjust the content, ways and means to learn, professional counselor system, reform of
围绕这一问题,国内外口腔教育界都从不同角度进行探索,并逐步对口腔医学教育改革形成了七点共识,即:口腔医学教育应当具有全球性的人才培养标准,课程与课程体系应当增强针对性、实用性和可接受性,专业教学内容在结构和内容方面都应当进行拓展,教学模式应当实现信息化,专业教学应融合渗透于人才培养全过程,必须高度重视能力培养,学生应主动参与教学等。在这些共识的指
Since the 90's of 20th century, the higher education of stomatology in our country has been confronted with the new situations, which shows in the followings: the radical development of higher education leads education of stomatology to the speedway of the reform; the entrance of WTO of China provides a new opportunity for the development of stomatological education; the development of scientific technology of medicine causes a great change in stomatological education; the core of stomatological education is increasingly inclined to the community and the integration; the development of quality education becomes the core of stomatological education reform; the implementation of West Development Strategy produces a new demand to medical colleges in the western parts of China. All these make the educators in the stomatology think about such a problem as how a higher medical college (stomatological
college) carries on stomatological education in the new era and how it cultivates high quality professional talents of stomatology to meet the needs of 21st century.This problem is studied in the field of stomatological education at home and abroad in different respects and they gradually reach 7 agreements, such as stomatological education should have a global talents cultivating criterion; curriculum and its system should be oriented, practicable, and acceptable; the specialized education should broaden its construction and content; the patterns of education should be informationized and the specialized education should be employed in the whole process of talents cultivation; great importance must be attached to the capability cultivation and students should take positive part in teaching and learning. Under the guidance of these agreements, the majority of the domestic stomatological colleges are probing how to cultivate qualified talents needed in 21st century and have obtained some precious experience. However, in general, there are few effective solutions to the lack of professional curriculums for the traditional qualified talents of stomatology, the original three-step teaching and learning, neglect of humanity education and innovation, out-of-date teaching contents and backward teaching methods in reforms. Studying new stomatological talents cultivating method is still an important, old but fresh task of stomatological education.This study focuses on this important task with common attention and it absorbs the experience and fruits of the reform of stomatologcal
education at home and abroad since the Ninth Five-Year Plan. It emphasized studying on the solution to the problem of "thinking more of teaching than learning" in traditional scheme to train the stomatological talents. It explored to solve the disadvantages of attaching importance to knowledge delivery rather than the accomplishment and capability training in traditional program; it also probed to resolve the disadvantages of three-stage curriculum system including foundational medicine, clinical medicine and stomatological medicine as traditional education mode.On the bases of the reform of great medical science, the core of this study is the integrative innovation of talents training program and course system. Benefiting from the advanced experience of stomatological education in developed countries, this study also creatively made use of the modern educational technology to promote the reform and overall introduced quality education with characteristics of the professional and innovative education. The study was also intended to push forward the educational reform step by step by the method of designing, practicing and summarizing simultaneously.The new objective of stomatological talents training was established in this study to satisfy the requirements of talents training for in early 21st century and the basic design of simultaneous reform for both teaching and learning was confirmed. As to teaching, a new curriculum system—"four courses platform" was constructed in this
study, which involved required courses platform, network courses platform, selective courses platform and recessive courses platform to serve the students' independent study to construct the knowledge structure favorable for personality development. "Six strengthening" in teaching and learning was proposed in this study, which involved strengthening the new knowledge education, basic stomatology-oriented teaching and learning, practical teaching and learning of stomatology, teaching and learning of foreign language, teaching and learning of humanity and construction of stomatological teaching materials. New teaching methods such as interrogative, discussional, bilingual, integrated and suppositional teaching were widely used to promote the participation of students and transform their passive learning to active learning. Modern educational techniques were widely employed in the study to improve the teaching and learning efficiency.In terms of learning, the strategy of "three programs and one guidance" was implemented in this study, "stomatological quality training program" was carried out to change students' learning notions and establish the right learning motivation; "information quality training program" was carried out to promote their capacity of information management, "program of extracurriculum research for students of stomatology" was carried out to cultivate their innovation. In order to pilot the students to consciously adjust the content, ways and means to learn, professional counselor system, reform of
引文
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2、孙大为,21世纪口腔医学教育改革与思考,《兰州医学院学报》2000年第4期:72-73.
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11、程伯基,实施医学教育国际标准与我国国情相结合的思考, 《医学教育》2002年第4期:12-13.
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20、王勇等,浅析口腔医学生计算机应用教学,《医学教育》,2000年第4期27-28.
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23、魏学等,搞好口腔医学系普通临床医学教学,《北京口腔医学》,1999年第1期:40,47.
24、于海洋等,启发式教学法在口腔修复教学中的应用和体会,《卫生职业教育》,2002年第5期:78.
25、刘磊等,口腔颌面外科学教学改革体会,《北京口腔医学》,2002年第3期:151-152
26、任蕾等,口腔医学教育应注重科研能力的培养,《北京口腔医学》,2002年第1期:39-40.
27、才越,日本大学医学院、口腔学院概况及其教育特色,《日本医学介绍》,1998年第7期:332-333.
28、张兰等,采取有力推动教学改革的措施加强对口腔医学本科生综合能力的培养,《西北医学教育》2002年第1期:21-24.
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53、蒋小龙等,开展系列教育评价 促进教育质量提高,《中国高等医学教育》,1994年第2期:55-56.
54、黄国琼等,课堂教学质量评价的研究现状与趋势,《医学教育》,2001年第5期:22-24.
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56、张建党等,美国高等教育评估体制探析,《云南教育》,2003年第24期:67-70.
57、贺加等,美国医学院校课程评价现状及趋势,《中国高等医学教育》,2001年第3期:56-58.
58、姚慧卿等,实施教学量化评价 全面提高教学质量,《山西高
2、孙大为,21世纪口腔医学教育改革与思考,《兰州医学院学报》2000年第4期:72-73.
3、王邦康等,中国高等口腔医学教育的现状与展望,《北京口腔医学》2001年第2期:94-96.
4、向焱彬等,跟踪国际趋势构建高等医学教育实践体系,《西北医学教育》,2002年第3期:134-135,137.
5、冯震博,浅谈医学生创新能力的培养和素质教育,《广西医科大学学报》2002年第S1期:69-70.
6、郭永松等,创建一流大学与高等医学教育改革与发展[J]《医学与哲学》2001年第10期:1-6.
7、王本陆,时代挑战与教学问题,《中国教育报》2000年第10期:7.
8、王松灵,医学生物学发展与口腔医学教育,《北京口腔医学》2000年第1期:38-40.
9、李刚,我国21世纪的口腔医学教育和口腔医疗服务,《山东医科大学学报》2000年第1期:82-87.
10、孙英梅等,医学模式转变与医学文素质教育的思考,《中国卫生事业管理》2001年第7期:414-415.
11、程伯基,实施医学教育国际标准与我国国情相结合的思考, 《医学教育》2002年第4期:12-13.
12、周同甫,关于在我国试行全球医学教育的最低标准的思考,《医学教育》2002年第4期:14-15.
13、汉斯·卡尔,医学教育的质量保证—本科医学教育的国际标准,《医学教育》2002年第4期:4-7.
14、罗伊·史沃茨,全球医学教育基本要求,《医学教育》2002年第4期:11.
15、程辉等,口腔医学专业课程体系及教学安排的改革思路,《福建医科大学学报》,2002年第1期:27-29,16.
16、高爱国等,对高等学校信息化的认识与实践,《现代教育技术》,2003年第2期:60-62.
17、张红艳,现代医学模式与口腔医学教学改革,《中国农村卫生事业管理》,2002年第6期:23-24.
18、孙大麟等,上海第二医科大学口腔医学院五年制教育课程体系和教学内容的改革,《医学教育》,2000年每3期:6-7.
19、李明勇等,口腔修复学多媒体课件—《种植义齿的研制》,《实用口腔医学杂志》,2000年第3期:223-225.
20、王勇等,浅析口腔医学生计算机应用教学,《医学教育》,2000年第4期27-28.
21、中国高等口腔医学教育课题组,关于口腔医学专业教学内容与课程体系改革的毕业生调查报告,《中国高等医学教育》,2000年第4期:29-31,35.
22、熊世江等,口腔临床实习教学改革的措施和效果,《山东医科大学学报社会科学版》,1999年第4期:63-64.
23、魏学等,搞好口腔医学系普通临床医学教学,《北京口腔医学》,1999年第1期:40,47.
24、于海洋等,启发式教学法在口腔修复教学中的应用和体会,《卫生职业教育》,2002年第5期:78.
25、刘磊等,口腔颌面外科学教学改革体会,《北京口腔医学》,2002年第3期:151-152
26、任蕾等,口腔医学教育应注重科研能力的培养,《北京口腔医学》,2002年第1期:39-40.
27、才越,日本大学医学院、口腔学院概况及其教育特色,《日本医学介绍》,1998年第7期:332-333.
28、张兰等,采取有力推动教学改革的措施加强对口腔医学本科生综合能力的培养,《西北医学教育》2002年第1期:21-24.
29、15、许春姣等,“学生主体性引导”教学法在口腔科学临床见习中的实验性研究,《卫生职业教育》,2002第5期:8-9.
30、彭彬等,牙体牙髓病学双语教学的初步评价,《中国高等医学教育》,2002年第4期:54,61.
31、刘虹等,口腔内科教学增设桥梁见习短课程的探索,《湖南医科大学学报》,2002年第4期:101-102.
32、朱明太,将美学及人文知识渗透到牙体解剖学教学实践之中,《医学教育》2002年第2期:18,17.
33、李英等,中华口腔医学会口腔医学教育专业委员会2001年常委会会议纪要,《口腔颌面外科杂志》2002年第1期:111.
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36、孙英梅等,现代医学教育中医学生人文素质教育的几点思考,《中国医学伦理学》,2002年第4期:56-57.
37、32、33、34、朱慧全等,建立新的教育理念,进行医学教学改革,《继续教育研究》2001年第2期:35-37.
38、戴伟娟等,浅论素质教育对医学院校教师基本素质要求,《医学教育》,2001年第1期:19-20.
39、路振富等,日本最新确定的医学教育模式—“核心课程教学内容指南”简介,《中国高等医学教育》,2001年第5期:58-59.
40、张彤等,课程质量评估实测的分析与思考,《医学教育探索》,2003年第1期:33-36.
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44、赵望泓等,高等医学教育目标的测量,《西北医学教育》,2001年第3期:129-130,162.
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54、黄国琼等,课堂教学质量评价的研究现状与趋势,《医学教育》,2001年第5期:22-24.
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