病理生理学实验课应用PBL教学模式的课堂设计

发布时间：2018-07-28 10:18

【摘要】：病理生理学是一门实验性很强的基础医学课程。通过实验课让学生掌握复制人类疾病动物模型的方法和技能,并在此基础上逐步理解和掌握疾病发生发展的原因、条件、机制、功能代谢变化及疾病防治策略的病理生理学基础。然而,传统的教学观念仅仅将实验教学作为验证和巩固理论教学的辅助手段,导致学生养成学习被动、盲从、依赖的不良习惯,阻碍了学生的创新思维和主动学习能力发展。为克服传统实验教学的弊端,本教研室将"以问题为中心的学习(problem-based learning,PBL)"教学模式尝试性地整合于病理生理学实验教学中,以观后效。PBL是一种以临床问题来激发学生创新思维并引导学生主动把握学习内容的教学模式。实验课PBL教学模式的实施共分为4个阶段:(1)课前准备:实验课理论教学、学生实验准备、实验分组要求;(2)实验操作:熟悉实验条件、温故实验设计、分组合作实验、老师穿插指导;(3)课堂小结:学生分组讨论、学生代表发言、学生自我评估、老师总结评价;(4)课后实验报告。通过采用PBL教学模式,将调动学生学习的积极性,促进学生由被动学习向主动学习转变,强化团队协作意识,有利于学生创新思维的培养和综合素质的提高。
[Abstract]:Pathophysiology is an experimental basic medicine course. Let students master the methods and skills of replicating animal models of human diseases through experimental classes, and gradually understand and grasp the causes, conditions and mechanisms of the occurrence and development of diseases on this basis. Changes of functional metabolism and pathophysiological basis of disease prevention and treatment strategies. However, the traditional teaching concept only takes experimental teaching as an auxiliary means to verify and consolidate theoretical teaching, which leads students to develop the bad habit of passive, blind and dependent learning, which hinders the development of students' creative thinking and active learning ability. In order to overcome the disadvantages of traditional experimental teaching, the teaching model of "problem-based learning" was tentatively integrated into the pathophysiology experiment teaching. PBL is a kind of teaching mode which can stimulate students' creative thinking and lead students to grasp the learning content actively with clinical problems. The implementation of PBL teaching mode in experimental class is divided into four stages: (1) pre-class preparation: experimental course theoretical teaching, students' experimental preparation, experimental grouping requirements, (2) experimental operation: familiarity with experimental conditions, design of mild and complex experiments, group cooperative experiment, Teacher interspersed instruction; (3) classroom summary: student group discussion, student representative speaking, student self assessment, teacher summary evaluation; (4) after class experiment report. By adopting the PBL teaching mode, students' enthusiasm in learning will be aroused, the students will be promoted to change from passive learning to active learning, and the sense of team cooperation will be strengthened, which will benefit the cultivation of students' innovative thinking and the improvement of their comprehensive quality.
【作者单位】：南昌大学基础医学院病理生理教研室;
【分类号】：G642;R363-4

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