在线教学中如何激发研究生自主学习——以疫苗学教学为例  

How to Stimulate Postgraduates’Autonomous Learning in Online Teaching: Taking Vaccinology Teaching as an Example

作　　者：余芬[1] 陈晨[1] 李艳梅[1] YU Fen;CHEN Chen;LI Yan-mei(Institute of Medical Biology,Chinese Academy of Medical Science&Peking Union Medical College,Kunming,Yunnan 650118,China)

机构地区：[1]中国医学科学院&北京协和医学院医学生物学研究所,云南昆明650118

出　　处：《教育教学论坛》2021年第23期137-140,共4页Education And Teaching Forum

基　　金：2016年度北京协和医学院教改项目“疫苗学网络教学平台建设”(10023201601801)。

摘　　要：研究生教学强调培养自主学习和创新思维能力。线上教学由于缺乏面对面交流,很难获知学生的专注情况等,如何在线上教学中更好地激发学生学习兴趣、激励学生自主学习和创新思维显得尤为重要。通过雨课堂、Zoom会议等平台结合使用,采用以问题为导向的PBL教学法(Problem-Based learning)结合教师启发式的系统讲授的教学模式应用于在线疫苗学课程教学,根据课堂表现、成绩和问卷结果显示是成功的。该教学模式帮助学生建立完整知识体系的同时,培养科研、创新思维,并有效提高了群体性学习氛围和参与感。Self-learning and innovative thinking ability are emphasized in postgraduate teaching.Due to the lack of face-to-face communication,it is difficult for teachers to know whether students are focused on learning during online teaching.It’s particularly important to arouse students’interest in learning and encourage students’independent learning and innovative thinking in online teaching.Based on online platforms,i.e.Rain Classroom,Zoom Video conferencing,the teaching model of problem-based learning(PBL)combined with teacher’s heuristic and systematic teaching is adopted the online teaching of the course of Vaccinology.The students’class perfor-mance,grades and questionnaire result indicate that the online teaching of this course is successful.This teaching model helps students to establish a complete and systematic knowledge framework,while cultivating their scientific and creative thinking.It also promotes the group learning atmosphere and students’participation.

关 键 词：雨课堂 Zoom会议 教师启发式 PBL教学法 自主学习 

分 类 号：G643[文化科学—高等教育学]