教师在药理PBL教学中的角色至关重要  

Critical role of teachers in using problem-based learning ( PBL) as a strategy in teaching pharmacology

作　　者：杨俭[1] 刘娓[1] 熊晶[1] 

机构地区：[1]南京医科大学,江苏南京210000

出　　处：《中国高等医学教育》2013年第7期118-119,共2页China Higher Medical Education

基　　金：江苏省高校优势学科建设工程资助

摘　　要：通过药理学中"肾上腺皮质激素"章节的(Problem-Based learning,PBL)教学活动能够得到这样的结论:教师角色的正确建立是能否成功实施PBL教学的关键因素。教学过程按照以下具体步骤进行:(1)案例的编写和问题设计;(2)查找资料,获得信息;(3)分享收获,解决问题;(4)明确分工,准备展示收获;(5)学生代表汇报,老师小结。PBL教学的每一个环节,教师是积极参与者、促进者、向导、教练从而发挥至关重要的作用。From PBL activity about the pharmacology of glucocorticoid, it has been gotten that how to develop the role of teachers is a very critical step to carry out PBL activity successfully. The PBL activity usually goes through the following procedures ： （ 1 ） the writing of cases and designing of some questions; （2） searching and getting relative information; （3） sharing the achievement and solving the problems; （4） assigning the task for every participant and preparing presentation; doing presentation by a student who is selected, and getting a summary by teachers. The teachers, who are positive participants, facilitators, tutors and coaches, play a vital role in each step of PBL activity.

关 键 词：药理学 PBL 教师角色 

分 类 号：G421[文化科学—课程与教学论]