以综合能力培养为核心构建“TBL-CBL-PBL”的生理学实践教学法  

Based on the Cultivation of Comprehensive Ability Building the "TBL-CBL-PBL" Practice Teaching Method of Physiology

作　　者：李海燕[1] 朱庆文[1] 高蔚[1] 赵淑英[1] 

机构地区：[1]北京中医药大学基础医学院,北京100029

出　　处：《中国中医药现代远程教育》2014年第17期76-77,共2页Chinese Medicine Modern Distance Education of China

基　　金：北京中医药大学科学教育研究课题[No:XJY13010];北京中医药大学科研创新团队[No:2011-CXTD-05]

摘　　要：生理学属医学基础课程,也是实践学科,与临床医学有着十分密切的关系。在中医院校,许多学生认为是西医课程,不予重视。构建"TBL-CBL-PBL"教学法,可以激发学生学习热情,提高学习兴趣。"TBL-CBL-PBL"教学法主要以培养学生综合能力为目的,实施中,以实验项目分析为中心环节,采用以提出问题、解决问题的教学方式展开,有效地将理论与实践相结合展开讨论。同时,可以发散思维、拓宽视野,了解与实验项目相关的更多知识。实践表明,"TBL-CBL-PBL"教学法应用于生理学实验课,可以充分发挥三种教学法的优点,优势叠加,充分体现素质教育理念。The Physiology is medical foundation, but also a practice of science, and is very close to clinical. In Chinese Medicine Colleges, many students believe is a Western course, not seriously. The construction of the ＂ TBL-CBL-PBL＂ can stimulate enthusiasm, increase interest in this. ＇the purpose of ＂ TBL-CBL-PBL＂ is mainly for to train comprehensive ability. As a center of the project to analyze, we use the methods to ask questions, solve problems. It is effectively combination of theory and practice. Meanwhile, students can radiate their thinking, broaden their horizons, learn more related knowledge. The experimental results shows that the ＂ TBL-CBL- PBL＂ teaching method used in experimental physiology course, can give more the advantages of the three teaching method, fully embody the concept of quality education.

关 键 词：综合能力 “TBL-CBL-PBL”教学法 生理学 实践教学 

分 类 号：R-4[医药卫生] G642[文化科学—高等教育学]