医学院校创新人才培养的基础化学“金课”改革探索  

An Exploration of the Reform of Basic Chemistry "Golden Course" in Medical Universities to Nurture Innovative Talents

作　　者：周萍[1] 蔡政[1] 朱荔[1] 杨静[1] 杨旭曙[1] 史丽英[1] 程宝荣[1] 顾伟华[1] ZHOU Ping;CAI Zheng;ZHU Li;YANG Jing;YANG Xu-shu;SHI Li-ying;CHENG Bao-rong;GU Wei-hua(School of Pharmacy,Nanjing Medical University,Nanjing,211166,China)

机构地区：[1]南京医科大学药学院,江苏南京211166

出　　处：《高等理科教育》2021年第4期118-123,共6页Higher Education of Sciences

基　　金：中华医学会医学化学学会2019-2020年教育教学项目“基于微课的有机化学立体化递进式教学改革探索与实践”;南京医科大学教育研究课题“天元班医学基础化学‘三段式’研究性教学方法应用探索”(项目编号:TYB2019002);南京医科大学教育研究课题“基于微课的‘一体三化’立体教学模式在有机化学教学中的应用研究”(项目编号:2019LX21)。

摘　　要：与“金课”建设的要求相比,医学院校的基础化学教学存在“五重五轻”的问题。经过尝试,实施“两维三段”式研究性教学是解决问题的可选项,所谓“两维三段”式研究性教学,就是从教师和学生两个维度,各自做好课前、课中、课后三阶段的工作,实施基于问题的教学,将以学生学习为中心落到实处,实现以增强“教学目标高阶性、教学内容创新性和学业挑战度”为主要特征的“金课”建设。Compared with the requirements for the construction of"golden course",basic chemistry in medical universities exhibits a problem of"the emphasized five and the overlooked five".One of the solutions to this problem is to conduct research-based teaching which is characterized as"two-dimension and three-period".This means problem-solving-based teaching is conducted when the two dimensions-teachers and students-finish their respective pre-lesson-period,mid-lesson-period and post-lesson-period work.By making sure students’studying is the center of the teaching process,the teaching goal is high,the teaching content is innovative,and the teaching process is challenging for both the teachers and students.

关 键 词：基础化学 创新 “金课” 改革 

分 类 号：G521[文化科学—教育学]