学分制下细胞生物学自主学习的引导策略研究  

Study on Guiding Strategies for Self-Learning in Cell Biology under Credit System

作　　者：张延洁[1] 张璐[1] 范志祥[1] 杨榆玲[1] 龙莉[1] 

机构地区：[1]f昆明医科大学基础医学院细胞生物学与医学遗传学系,昆明650500

出　　处：《中国细胞生物学学报》2017年第5期623-628,共6页Chinese Journal of Cell Biology

基　　金：昆明医科大学教研教改课题(批准号:2015-JY-Y-15)、昆明医科大学基础医学院教研教改课题(批准号:JCJY-201405)和昆明医科大学双语教学示范课程提升建设项目(批准号:J1301306601)资助的课题~~

摘　　要：学分制下学生自主学习对医学教育非常重要。很多学生自主学习的实施情况和效果不理想,急需教师进行引导。国内高校关于细胞生物学自主学习教师引导策略的研究极少,因此,我们以细胞生物学教学为基础,实施了自主学习的教师引导策略,以期达到良好的自主学习效果,完成教学目标,保障教学效果。通过采取引导问题激发兴趣、分组汇报、网络作业、整理提纲、文献阅读等引导策略,经过客观和主观评价,发现该套引导策略提高了学生的成绩,得到了学生的认可,基本达到预期效果,是一套行之有效的自主学习教师引导策略。Under the credit system, self-learning plays a significant role in medical education. But the implementation and efficacy of self-learning are far from satisfying, thus there is an urgent need for teachers’ guidance in self-learning. Considering that few studies were reported on teachers’ guidance strategy for selflearning in cell biology at home, we adopt a set of teachers’ guidance strategies for self-learning in Cell Biology teaching. The aim was to exert a marked learning effect, fulfill teaching objectives, and ensure a satisfying teaching result. The strategies consisted of stimulating students’ interest by guiding questions, group reporting, online homework, drawing outlines of textbooks, reading relevant references, and so on. After the implementation of these strategies, an objective and subjective evaluation of the results were carried out. The results demonstrated that the strategies were effective in improving students’ performance, and won wide acceptance among students, indicating its efficacy in guiding students’ self-learning.

关 键 词：自主学习 教师引导 细胞生物学 评价 

分 类 号：G642[文化科学—高等教育学] Q2-4[文化科学—教育学]