建构主义指导下“学生授课”模式对医学心理学教学的促进作用  

Practice of Students Teaching in Medical Psychology:Application of Constructivism

作　　者：王晓霞[1] 张俐[1] 刘云波[1] 

机构地区：[1]第三军医大学心理学院基础心理学教研室,重庆400038

出　　处：《西北医学教育》2014年第3期524-527,共4页Northwest Medical Education

基　　金：第三军医大学教育研究课题(2010B24);重庆市高等教育教学改革研究项目立项课题(112038)

摘　　要：目的探讨"学生授课"在《医学心理学》教学中的方法及效果。方法抽取53名医学五年制本科生为研究对象,选取部分教学内容交由学生进行授课,并在课终使用调查问卷评价教学效果。结果学生普遍认为自己愿意(86.8%)且有能力授课(90.6%),学生授课可提高创新能力(94.3%)、自主学习能力(98.2%)、团队协作能力(86.8%)和沟通能力(90.6%),促进彼此交流(86.8%)和潜能开发(96.2%)。学生授课也存在重点不够突出、课堂组织不够合理、学生注意力难以集中等不足。结论学生授课教学方法教学效果明显,但还应加强课堂组织环节等的控制以提高学习效果。Objective To determine the effectiveness of students teaching designed to improve learning autonomy in a medical psychological teaching setting.Methods 53undergraduates majored in preventative and laboratory medicine underwent students teaching method and carried out a teaching effect assessment survey at the end of the course.Results A large proportion of students were willing to（86.8%）and had the ability to（90.6%）implement students＇ teaching method.This reformed teaching pattern could improve learner autonomy（98.2%）,innovative ability（94.3%）,cooprative ability（86.8%）,and communication（86.8%）and development of potential（96.2%）as well.Conclusion The students＇ teaching reform could improve students＇ autonomous learning and innovative ability as well as social skills.The practical shortcomings were also discussed regarding more control over classroom organization and lesson preparation.

关 键 词：医学生 医学心理学 教学方法改革 学生授课 建构主义 

分 类 号：G642.0[文化科学—高等教育学]