探究式教学方法在《药理学》教学中的应用  

Inquiry-Based Teaching Methods in Pharmacology Teaching

作　　者：陈光亮[1] 韩茹[1] 宫黎明[1] 梁梦茹[1] 

机构地区：[1]安徽中医学院,安徽合肥230038

出　　处：《辽宁中医药大学学报》2013年第5期19-21,共3页Journal of Liaoning University of Traditional Chinese Medicine

基　　金：安徽省教育厅教学研究项目(2007jyxm072)

摘　　要：探究式教学是一种让学生自己发现问题,设计方案,解决问题,从而获得知识,形成探究能力和创新意识的教学方法。结合药理学学科性质和特点,运用探究式教学须遵循以人为本的主体性原则、学术自由的民主原则、因材施教的差异性原则、质疑解疑的尝试性原则和鼓励创新的求异性原则;按照确定探究主题、设计探究方案、开展探究活动、交流与分享探究成果和对学生进行评价、考核五个阶段来进行。Inquiry-based teaching is a way for students themselves to discover the problems, to design programs for solving problems, to gain knowledge, inquiry ability and sense of innovation.Combined with the nature and characteristics of pharmacology disciplines, inquiry-based teaching is as followed ： subjectivity principle of people-oriented, democratic principles of academic freedom, the principle of individualized differences, trying principle of questioned remove doubts, and exploring the difference principle of encourage innovation.Inquiry-based teaching is divided into five stages： determining and exploring the theme, the design of the investigation program, carrying out exploration activities, exchanging and sharing results and evaluation of students.

关 键 词：探究式教学 药理学 应用 

分 类 号：G420[文化科学—课程与教学论]