BOPPPS模式在中药药理学课堂教学设计中的实践  

BOPPPS mode for planning course of pharmacology of Chinese materia medica

作　　者：董世芬[1] 贾占红[1] 方芳[1] 张硕峰[1] 畅洪昇[1] 孙文燕[1] 王晶[1] 张翼[1] 孙建宁[1] 

机构地区：[1]北京中医药大学中药学院,北京100102

出　　处：《中医教育》2017年第4期10-13,共4页Education of Chinese Medicine

基　　金：教育部博士点基金(No.20130013120002)

摘　　要：中药药理学教学内容丰富,体系复杂,让学生充分参与课堂教学,主动参与课程学习,是教学过程中的一项挑战。BOPPPS教学模式是在加拿大广泛推行的教师技能培训体系的理论基础,其核心是强调学生全方位参与式学习,以及及时获得学生反馈信息,调整后续教学活动。该模式在中药药性理论的现代药理研究课堂教学过程实践中发现,对缓解学生课堂长时间听课的疲劳感,增进学生的学习兴趣和主动学习意愿,提高课堂教学质量,及时反馈学生学习效果以及改进教学方法等方面有重要作用。The course of pharmacology of Chinese materia medica has rich content and complex system. It is a challenge to allow students to take part in classroom teaching and learning during teaching period. The mode of BOPPPS （bridge-in, objective, pre-assessment, participatory learning, post-assessment, summary） is the theoretical basis of teacher＇s skill training system practiced broadly in Canada, and its kennel is students＇ all-around participation in learning, timely feedback information from students and regulation of later teaching activities. The application of BOPPPS mode in teaching practice of course of pharmacology of Chinese materia medica has showed that BOPPPS mode plays an important part in remission of feeling of fatigue and improvement of learning interests and aspiration in students, and promotion of quality of classroom teaching, feedback of learning efficacy and perfecting of teaching methods.

关 键 词：中药药理学 教学 BOPPPS模式 

分 类 号：G642.41[文化科学—高等教育学]