临床医学专业冠心病课堂教学说课设计
|
摘要
通过"说课"探讨在临床医学专业教学中"冠心病"的课程设计。从教材分析、教学目标与重点难点分析、学情分析、教学方法、教学过程和教学反思六个方面阐述对"动脉粥样硬化与冠状动脉动脉粥样硬化性心脏病"说课设计的主要内容。选用的教材具有系统性、先进性与实用性的优点,适用于五年制临床医学专业。根据本章内容多、重点多、难点多的教学特点和学生的基本情况,以教学大纲为依据,综合运用讲授法、问题导向法、案例学习法、讨论法等多种教学方法,精心组织教学过程,注重激发学生的主动性和参与度,这些在教学实践中都取得了良好的效果。
To explore course design of coronary heart disease for clinical medicine students through introduction of teaching design. Illuminate teaching design of atherosclerosis and coronary artery atherosclerosis heart disease from six aspects, such as analysis of textbook, analysis of teaching objectives and key or difficulty points, analysis of students, teaching methods, teaching process and teaching introspection. There are merits such as systematicness, advancement and practicability in the selected textbook which is appropriate for five-year-clinical medicine students. In accordance with the characteristics as massive in contents, many more key points and difficult points in this chapter, many teaching methods as pedagogy, problem based learning, case based learning and discussion teaching method were applied synthetically and teaching process well organized according to teaching programme. Students' initiation and participation were emphasized and well teaching effects were obtained in practice.
To explore course design of coronary heart disease for clinical medicine students through introduction of teaching design. Illuminate teaching design of atherosclerosis and coronary artery atherosclerosis heart disease from six aspects, such as analysis of textbook, analysis of teaching objectives and key or difficulty points, analysis of students, teaching methods, teaching process and teaching introspection. There are merits such as systematicness, advancement and practicability in the selected textbook which is appropriate for five-year-clinical medicine students. In accordance with the characteristics as massive in contents, many more key points and difficult points in this chapter, many teaching methods as pedagogy, problem based learning, case based learning and discussion teaching method were applied synthetically and teaching process well organized according to teaching programme. Students' initiation and participation were emphasized and well teaching effects were obtained in practice.
引文
[1]王和强,赵晖,柳在华.说课:教师教学实践研究与教学行为规训活动[J].现代教育科学(高教研究),2014(1):107-109.
[2]王秀艳,赵栓枝,孟晶莹,等.“说课”在临床医学教学中的应用研究[J].内蒙古医科大学学报,2017,39(S1):375-377.
[3]汪正广.“甲状腺癌诊治”的说课设计[J].安徽医药,2018,22(2):382-384.
[4]葛均波,徐永健.实用内科学[M].8版.北京:人民卫生出版社,2013:220-257.
[5]Ibanez B,James S,Agewall S,et al.2017 ESC Guidelines for the management of acute myocardial infarction in patients presenting with ST-segment elevation:The Task Force for the management of acute myocardial infarction in patients presenting with ST-segment elevation of the European Society of Cardiology(ESC)[J].Eur Heart J,2018,39(2):119-177.
[6]Roffi M,Patrono C,Collet JP,et a1.2015 ESC Guidelines for the management of acute coronary syndmmes in patlents presenting without persistent ST-segment elevation:Task Force for the Management of Acute Coronary Syndromes in Patients Presenting without Persistent ST-segment Elevation of the European Society of Cardiology(Esc)[J].Eur Heart J,2016,37(3):267-315.
[7]中华医学会心血管病学分会,中华心血管病杂志编辑委员会.急性ST段抬高型心肌梗死诊断和治疗指南[J].中华心血管病杂志,2015,43(5):380-393.
[8]倪银星,王旭开,李民,等.构建内科学PBL案例编写框架的实践[J].中华医学教育探索杂志,2015,14(5):461-464.
[9]谢莉,胡传华.以问题为基础的病案教学法在《内科学》教学中的应用[J].课程教育研究,2016(30):174-175.
[10]程国杰,佟子川,曹树军,等.PBL联合CBL教学法在心血管内科临床实习教学中的应用[J].继续医学教育,2017,31(12):33-35.
[11]Kannel WB,Dawber TR,Kagan A,et a1.Factors of risk in the development of coronary heart disease-Six year follow-up experience.The Framingham Heart Study[J].Ann Intern Med,1961,55:33-50.
[12]杨函.浅析本科临床医学教育标准的基础医学教育改革[J].中国卫生产业,2017,14(9):75-76.
[13]王莞,宋高臣,张海峰,等.基于本科医学教育标准的五年制临床医学专业教学改革探索[J].中国高等医学教育,2016(10):13-14.
[2]王秀艳,赵栓枝,孟晶莹,等.“说课”在临床医学教学中的应用研究[J].内蒙古医科大学学报,2017,39(S1):375-377.
[3]汪正广.“甲状腺癌诊治”的说课设计[J].安徽医药,2018,22(2):382-384.
[4]葛均波,徐永健.实用内科学[M].8版.北京:人民卫生出版社,2013:220-257.
[5]Ibanez B,James S,Agewall S,et al.2017 ESC Guidelines for the management of acute myocardial infarction in patients presenting with ST-segment elevation:The Task Force for the management of acute myocardial infarction in patients presenting with ST-segment elevation of the European Society of Cardiology(ESC)[J].Eur Heart J,2018,39(2):119-177.
[6]Roffi M,Patrono C,Collet JP,et a1.2015 ESC Guidelines for the management of acute coronary syndmmes in patlents presenting without persistent ST-segment elevation:Task Force for the Management of Acute Coronary Syndromes in Patients Presenting without Persistent ST-segment Elevation of the European Society of Cardiology(Esc)[J].Eur Heart J,2016,37(3):267-315.
[7]中华医学会心血管病学分会,中华心血管病杂志编辑委员会.急性ST段抬高型心肌梗死诊断和治疗指南[J].中华心血管病杂志,2015,43(5):380-393.
[8]倪银星,王旭开,李民,等.构建内科学PBL案例编写框架的实践[J].中华医学教育探索杂志,2015,14(5):461-464.
[9]谢莉,胡传华.以问题为基础的病案教学法在《内科学》教学中的应用[J].课程教育研究,2016(30):174-175.
[10]程国杰,佟子川,曹树军,等.PBL联合CBL教学法在心血管内科临床实习教学中的应用[J].继续医学教育,2017,31(12):33-35.
[11]Kannel WB,Dawber TR,Kagan A,et a1.Factors of risk in the development of coronary heart disease-Six year follow-up experience.The Framingham Heart Study[J].Ann Intern Med,1961,55:33-50.
[12]杨函.浅析本科临床医学教育标准的基础医学教育改革[J].中国卫生产业,2017,14(9):75-76.
[13]王莞,宋高臣,张海峰,等.基于本科医学教育标准的五年制临床医学专业教学改革探索[J].中国高等医学教育,2016(10):13-14.