针对医学本科生的综合开放性实验教学实践
发布时间：2018-10-22 10:31
【摘要】：综合开放性实验教学是以培养学生的创新精神和实践能力为宗旨,训练学生学习的主体意识和问题意识,激发学生的创新思维,培养创新精神和实践能力。(1)准备:各学院、教研室精心设计一批新的实验室开放项目,授课教师队伍由高年资科研经验丰富的教师(主要是病理生理学专业)组成。(2)实施:将150名本科生先按性别分组,再根据随机的原则将男女学生分别分配到A、B两个实验组,A组为综合开放性实验组(75人),B组为验证性实验组。A组学生在教师的指导下正确设计实验,并通过查阅有关文献、参考资料、手册、工具书及其它信息源获得信息以解决实际问题,当实验中遇到难题,老师和他们一起观察现象,分析原因,寻找对策。B组学生的实验报告撰写按普通学生实验报告格式进行。(3)评价:①学生评价,口头或书面,既指出其优点,也指出其不足;②教师评价,经过综合开放性实验教学培训的学生"科研兴趣提高","积极主动性增强","动手能力更强","实验报告撰写内容更加丰富、规范"等。(4)困难:①缺乏足够充分的思想认识;②适当的管理模式;③缺乏必要的基础支持条件;④缺乏高水平教师的积极参与。
[Abstract]:Comprehensive and open experimental teaching aims at cultivating students' innovative spirit and practical ability, training students' main body consciousness and problem consciousness, arousing students' innovative thinking, cultivating innovative spirit and practical ability. (1) preparation: each college, The teaching and research department has carefully designed a batch of new laboratory opening projects, with a teaching staff of highly experienced teachers (mainly pathophysiology). (2) implementation: 150 undergraduate students are grouped by sex. According to the principle of randomness, male and female students were assigned to two experimental groups, A group was a comprehensive open experimental group (75 cases of), B group was a confirmatory experimental group), A group of students under the guidance of teachers correctly designed the experiment, and through consulting the relevant literature, Reference materials, manuals, reference books, and other sources of information to get information to solve practical problems, when problems encountered in the experiment, teachers with them to observe the phenomenon, analysis of the reasons, The experimental report of group B was written according to the format of ordinary students' experimental report. (3) Evaluation: (1) student evaluation, oral or written, pointing out both its advantages and disadvantages; (2) teacher evaluation, After comprehensive and open experimental teaching training, students'"interest in scientific research", "active initiative to enhance", "more practical ability", "experimental report writing more rich, standardized". (4) difficulties: (1) lack of sufficient ideological understanding; (2) proper management model; (3) lack of necessary basic support conditions; (4) lack of active participation of high level teachers.
【作者单位】： 温州医科大学病理生理学教研室;
【分类号】：G642;R363-4
[Abstract]:Comprehensive and open experimental teaching aims at cultivating students' innovative spirit and practical ability, training students' main body consciousness and problem consciousness, arousing students' innovative thinking, cultivating innovative spirit and practical ability. (1) preparation: each college, The teaching and research department has carefully designed a batch of new laboratory opening projects, with a teaching staff of highly experienced teachers (mainly pathophysiology). (2) implementation: 150 undergraduate students are grouped by sex. According to the principle of randomness, male and female students were assigned to two experimental groups, A group was a comprehensive open experimental group (75 cases of), B group was a confirmatory experimental group), A group of students under the guidance of teachers correctly designed the experiment, and through consulting the relevant literature, Reference materials, manuals, reference books, and other sources of information to get information to solve practical problems, when problems encountered in the experiment, teachers with them to observe the phenomenon, analysis of the reasons, The experimental report of group B was written according to the format of ordinary students' experimental report. (3) Evaluation: (1) student evaluation, oral or written, pointing out both its advantages and disadvantages; (2) teacher evaluation, After comprehensive and open experimental teaching training, students'"interest in scientific research", "active initiative to enhance", "more practical ability", "experimental report writing more rich, standardized". (4) difficulties: (1) lack of sufficient ideological understanding; (2) proper management model; (3) lack of necessary basic support conditions; (4) lack of active participation of high level teachers.
【作者单位】： 温州医科大学病理生理学教研室;
【分类号】：G642;R363-4
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