多学科融合的综合实验在预防医学教学中的应用探讨
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摘要
预防医学是一门应用性较强的学科,预防医学专业人才不仅需要扎实的理论基础,还需要具备较强的实践操作能力。通过对近2 000人的教学实践发现,预防医学综合实验课程的开展能够有效促进学生对所学专业知识的综合运用,提高学生分析问题和解决问题的能力,增强学生创新能力。综合实验的主要特点是打破学科界限进行内容整合,强调以实际问题为导向来开展教学活动。因此,在实施过程中,应当注重跨学科教学内容的整合,尽量利用社会资源和真实场景开展现场实验教学,并通过评估模式的优化来引导学生进行学习和研究,通过交互式教学模式建立教与学的良性反馈,并以此进行教学活动的质量把控,将其渗透到整个教学过程的各个环节中,从而从整体上提高教学质量。
Preventive medicine is a subject which emphasis on practical application.Professionals in this field should not only focus on the fundamental of preventive medicine but also pay attention to promote abilities of practical operation.Based on the teaching practices of comprehensive experimental course among nearly 2 000 students,we found lots of advantages of this course.The comprehensive experimental course showed great effects on promoting students' comprehensive utilization of their professional knowledge.It also helped students to enhance their innovation ability,the ability to analyze problems and find the right way to solve them.The typical characteristics of comprehensive experimental course are that interdisciplinary boundary should be broken,and problem-based learning should be adopted.Thus,we need to emphasize interdisciplinary integration of contents of the course.Social resources were encouraged to be primarily considered for on-site teaching activities.The evaluation systems should be optimized to guide students to study and do research.Feedback system between teaching and learning should be established in every link of the teaching process in order to set up an interactive study model.Taken together,by doing this,the quality of teaching could be improved.
Preventive medicine is a subject which emphasis on practical application.Professionals in this field should not only focus on the fundamental of preventive medicine but also pay attention to promote abilities of practical operation.Based on the teaching practices of comprehensive experimental course among nearly 2 000 students,we found lots of advantages of this course.The comprehensive experimental course showed great effects on promoting students' comprehensive utilization of their professional knowledge.It also helped students to enhance their innovation ability,the ability to analyze problems and find the right way to solve them.The typical characteristics of comprehensive experimental course are that interdisciplinary boundary should be broken,and problem-based learning should be adopted.Thus,we need to emphasize interdisciplinary integration of contents of the course.Social resources were encouraged to be primarily considered for on-site teaching activities.The evaluation systems should be optimized to guide students to study and do research.Feedback system between teaching and learning should be established in every link of the teaching process in order to set up an interactive study model.Taken together,by doing this,the quality of teaching could be improved.
引文
[1]郎曼,鲁英,吴军,等.预防医学“综合实验课程”的设置与教学探讨[J].医学教育进展,2017,32(9):8-9.
[2]高智琛.高校实验教学理念的贯彻执行[J].中国现代教育装备,2011,36(13):91-93.
[3]丁锐,陈道俊,翟金霞,等.环境卫生综合实验教学对提高预防医学生综合分析能力的影响[J].医学教育,2017,23(5):350-352.
[4]张凯,王学春,陈廷,等.创造性思维模式与预防医学教育[J].中华医学教育杂志,2006,26(4):25-27.
[5]杨红茹,左群,马立新,等.预防医学实践教学模式改革进展[J].医学研究与教育,2013,30(4):89-92.
[6]梁宝璐,郭秀花,王晖,等.开展开放性综合实验项目培养预防医学专业学生综合技能[J].基础医学教育,2018,20(10):870-872.
[7]赵吉清,霍佳丽,梁馨予,等.军事预防医学实践教学改革研究与实践[J].现代医药卫生,2016,32(12):1927-1928.
[8]黄陈平,叶晓蕾,刘佳明,等.应用型预防医学专业教学模式的研究和实践[J].中国高等医学教育,2007,10(2):58-60.
[9]刘亚丰.学研结合的主动实践教学模式探索[J].实验科学与技术,2015,13(4):111-115.
[10]卢阳,肖宁,罗琦,等.中美研究生教育培养模式和教育评价体系的比较及启示[J].医学教育研究与实践,2017,25(2):250-252.
[11]杨克敌,孙秀发,聂少发,等.预防医学专业实验教学改革的探讨[J].医学教育,2004(1):47-48.
[12]杜雪娇,等.基于交互式学习的教学方法研究[J].吉林省教育学院学报:上旬,2015,33(4):77-80.
[2]高智琛.高校实验教学理念的贯彻执行[J].中国现代教育装备,2011,36(13):91-93.
[3]丁锐,陈道俊,翟金霞,等.环境卫生综合实验教学对提高预防医学生综合分析能力的影响[J].医学教育,2017,23(5):350-352.
[4]张凯,王学春,陈廷,等.创造性思维模式与预防医学教育[J].中华医学教育杂志,2006,26(4):25-27.
[5]杨红茹,左群,马立新,等.预防医学实践教学模式改革进展[J].医学研究与教育,2013,30(4):89-92.
[6]梁宝璐,郭秀花,王晖,等.开展开放性综合实验项目培养预防医学专业学生综合技能[J].基础医学教育,2018,20(10):870-872.
[7]赵吉清,霍佳丽,梁馨予,等.军事预防医学实践教学改革研究与实践[J].现代医药卫生,2016,32(12):1927-1928.
[8]黄陈平,叶晓蕾,刘佳明,等.应用型预防医学专业教学模式的研究和实践[J].中国高等医学教育,2007,10(2):58-60.
[9]刘亚丰.学研结合的主动实践教学模式探索[J].实验科学与技术,2015,13(4):111-115.
[10]卢阳,肖宁,罗琦,等.中美研究生教育培养模式和教育评价体系的比较及启示[J].医学教育研究与实践,2017,25(2):250-252.
[11]杨克敌,孙秀发,聂少发,等.预防医学专业实验教学改革的探讨[J].医学教育,2004(1):47-48.
[12]杜雪娇,等.基于交互式学习的教学方法研究[J].吉林省教育学院学报:上旬,2015,33(4):77-80.
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