医学生物化学的情境式教学设计与应用——以广西科技大学为例  

Situational Teaching Design and Application of Medical Biochemistry——Taking Guangxi University of Science and Technology as an Example

作　　者：姚裕群[1] 甘建华[1] 赵时梅[1] 

机构地区：[1]广西科技大学医学院,广西柳州545006

出　　处：《玉林师范学院学报》2015年第5期48-50,共3页Journal of Yulin Normal University

基　　金：2013年度广西高等教育教学改革工程项目(2013JGB310);校级教改工程项目(2010B01)

摘　　要：为加强医学生物化学的学习效果,基于建构主义学习理论开展情境式教学.情境式教学分为三个步骤:首先,教师基于教学目标设计教学情境和问题;然后,学生依据问题和情境进行问题引导式学习;最后,学生解答问题并完成既定教学目标.多年的教学实践证明,该教学设计极大的提高了学生的学习兴趣及学习成绩.因此,情境式教学是有效提高医学生物化学教学质量的教学方法.Situational teaching was conducted to enhance the teaching effectiveness of medical biochemistry under the guidance of constructivist learning theory. Situational teaching involves three steps： First of all, teaching situation was created according to the teaching objectives and appropriate questions were proposed; next, problembased learning was performed through group cooperation; finally, questions were answered by a team to complete the teaching objectives. After many years of practical application, situational teaching not only greatly stimulated the students＇ interest in learning, but also effectively improved the academic performance of medical biochemistry. Therefore, situational teaching is an effective teaching method to improve teaching quality of medical biochemistry.

关 键 词：医学生物化学 建构主义学习理论 情境式教学 

分 类 号：G642[文化科学—高等教育学] R34[文化科学—教育学]