病理学教学中POPS教学法结合LBL教学法的综合运用  

An Application of POPS combined with LBL in the teaching of Pathology

作　　者：李杏玉[1] 王东林[1] 王桂兰[1] 陆锦标[1] 曹晓蕾[1] 季菊玲[1] 陆鹏[1] 陈莉[1] 

机构地区：[1]南通大学医学院,江苏南通226001

出　　处：《中国高等医学教育》2014年第7期82-83,共2页China Higher Medical Education

摘　　要：为了取得更好的教学质量和教学效果,在病理学教学中联合应用POPS及LBL教学法,首先在总论中运用LBL教学法系统全面的教授基本病理过程的一般规律,接着在各论中运用POPS教学法学习不同疾病的特殊规律。先让学生准确快速的掌握基本知识点,继而把学习主动权再交予学生,充分激发学生的学习热情,加强学生解决问题和临床思维能力。In order to achieve the better teaching quality and effects, POPS united with LBL has been applied in Pathology teaching. LBL was adopted to teach the basic principles of pathological processes in the general pathology. Following that, POPS was adopted to study the specific principles of different diseases in the systematic pathology. This method can help students master the basic knowledge accurately and quickly, and then teachers give learning initiative to students, raise their interest, and enhance their solving problems and clinical thinking skills.

关 键 词：病理学 教学法 

分 类 号：G424[文化科学—课程与教学论]