医用物理学对分课堂教学模式探索  

Exploration of the teaching model of presentation-assimilation-discussion class in the course of medical physics

作　　者：秦丹[1] 闫鹏[1] 邢娟[1] 李光仲[1] 倪艳波[1] 

机构地区：[1]滨州医学院基础医学院,烟台264003

出　　处：《中华医学教育探索杂志》2017年第5期459-462,共4页Chinese Journal of Medical Education Research

基　　金：滨州医学院教学改革与研究项目（JYKT201531）;滨州医学院省级特色名校建设工程（JCKT201513）;中华医学会医学教育分会医学教育研究课题（2016B-YJS034）

摘　　要：《医用物理学》教学中存在学生学习主动性不高、概念规律学习囿于纸面、知识内化吸收程度低等问题。为改善学生学习状态，对分课堂被运用到课程教学中。采用如下教学措施：精炼课程内容，达到四讲授、四简化；围绕教学内容布置开放性作业；将课堂讨论过程细化为四个环节；学业成绩考核以作业完成效果、期末笔试为主要依据。结果表明，对分课堂提高了学生学习主动性，促进了其知识内化吸收与迁移应用。There are some problems in the teaching of medical physics course, such as low learning initiative, deficient grasp of concept, and obstacles to realize the internalization and practical application of knowledge. The PAD （presentation-assimilation-discussion） class is .applied in the course, in order to improve the students＇ learning state. PAD class is a teaching mode proposed from a psychological point, which advocates that teaching is the first before students start to learn and has an equal treatment on students＇ discussions and teachers＇ instruction, supporting independent learning. The teaching measures include： selecting course content to reach the balance between simplification and detailed interpretation; assigning open homework based on the course; dividing the class discussion into four steps; assessing students based on the performances of homework and final examinations. The research has shown that the PAD class facilitates improving the students＇ initiative of study and promoting the absorption and application of knowledge.

关 键 词：医用物理学 对分课堂 学习主动性 内化吸收 

分 类 号：R312[医药卫生—基础医学]