混合式教+学新模式  

Introduction: A Novel Blended Teaching Plus Learning Module

作　　者：董为人[1] 刘洪[2] 王华峰[1] 黄文华[1] 洪天国[1] 陈煜[1] 谢小燕[3] 陈士良[3] 王伟 DONG Wei-ren;LIU Hong;WANG Hua-feng;HUANG Wen-hua;XIE Xiao-yan;CHEN Shi-liang;WANG Wei(Experimental Teaching & Administration Center,State-level Demonstration Center for Experiment Teaching of Medical Fundamental Courses,State-level Virtual Experiment Teaching Center for Medical Morphological Courses,Southern Medical University,Guangzhou 510515,China;Department of Surgery,Zhujiang Hospital,Southern Medical University,Guangzhou 510515,China;Teaching Affairs Office,Southern Medical University,Guangzhou 510282,China;Medical Vision World,Beijing 100029,China)

机构地区：[1]南方医科大学基础医学院,实验教学管理中心,国家级医学基础实验教学示范中心,国家级医学形态学虚拟仿真实验教学中心,广州510515 [2]南方医科大学珠江医院外科学教研室,广州510515 [3]南方医科大学教务处,广州510282 [4]医视界,北京100029

出　　处：《高校医学教学研究（电子版）》2017年第2期32-39,共8页Medicine Teaching in University (Electronic Edition)

基　　金：2013年广东省高等教育教学改革项目(2016年广东省教学改革质量工程项目);2014年广东教育教学成果奖(高等教育)培育项目(基于在线医学课程整合平台的自主学习模式改革与实践);2016年广东省教学改革质量工程项目(问题导向学习(PBL)教学团队建设);2016年南方医科大学混合式教学改革重点项目

摘　　要：融合现代教育理念和教学手段,结合传统教学理念和手段,设计出一种全新的混合式教+学模式。该模式基于课堂教学,包括知识点讲解和实时随堂测试、分组案例讨论及演讲答辩三个阶段。知识点讲解类似微课或微视频的实时版,通过多选题测试学生对知识的学习效果。案例教学围绕教学大纲设置,学生分组讨论、解决问题。小组代表演讲并答辩,回答同学提出的问题。随堂测试和小组讨论作为形成性评价,计平时成绩。教师课后通过网络或下次课前将成绩和表现反馈给学生。该模式不仅强化了学生的应试能力,更注重知识的应用能力,早期接触临床、临床思维及批判性思维能力,还培养学生人文情怀、沟通技巧和语言表达能力。由于该教学模式对硬件的要求几乎为零且不占用学生的课外时间,故可操作性强,便于广泛推广。Combining modern education philosophy and teaching strategies with traditional ones,we have developed an entirely novel blended teaching plus learning module.Based on classroom teaching,the module consists of three phases,concept-based lecturing with a real-time in-class quizzes,group-based case discussion to solve problems,and several presentations with debates.The concept-based lecturing is just the real-time version of mini-video-based mini-course with MCQs to examine students’learning efficiency.Case-based group discussion is designed according to the syllabus to solve the attached problems.Each group is asked to submit the answers of the questions before the2nd teaching hour.Finally,representatives from several groups are randomly chosen to present their results and to reply to questions asked by other students.The in-class quizzes and group discussion are regarded as the so-called formative evaluation to be the regular grades.The results and performances are fed back to the students through internet by tutors before the next class.The new module not only strengthens students’exam-taking ability,but also lays more emphasis on the abilities of knowledge application,early clinical exposure,clinical/critical thinking,humanistic spirits,communication skills,and language competence as well.The module is feasible to be widely popularized due to its lowest hardware requirements without taking students’any leisure time.

关 键 词：混合式教学 课堂教学 小组学习 形成性评价 随堂测试 案例教学 

分 类 号：G434[文化科学—教育学] R-4[文化科学—教育技术学]