以学生基本心理需要为导向的生药学教学设计探索及评价  

Exploration and Evaluation of Pharmacognosy Teaching Design Oriented by Students' Basic Psychological Needs

作　　者：钱平[1] 靳鑫[1] 张东方[1] Qian Ping;Jin Xin;Zhang Dongfang(School of Pharmacy,China Medical University,Shenyang 110122,China)

机构地区：[1]中国医科大学药学院,沈阳110122

出　　处：《药学教育》2021年第4期57-61,共5页Pharmaceutical Education

基　　金：辽宁省教育科学“十三五”规划课题,编号JG17DB562。

摘　　要：在以学生为中心的本科教学改革实践中,除了采用新的教学方法之外,更为关键的是了解学生的学习动机。文章从自我决定理论的视角出发,以生药学教学活动为例,在学生对课程重视程度不足的情况下,通过满足其基本心理需要增进学生的学习动机,包括在教学设计中设置和学生专业、日常生活紧密相关的任务,以激发学生兴趣、满足其自主需要;在任务设置上控制难度和工作量,以满足学生的胜任需要;在教学中增强师生之间、学生之间的联系,以满足学生的关系需要。教学过程参考了对分课堂的模式,教师讲授和学生讲解讨论穿插进行,有利于学生保持兴奋度。学生评教的调查问卷表明,此教学设计提高了学生对课程的兴趣,也反映了不同学生个体对于教学模式的偏好存在较大差异。In the practice of student-centered undergraduate teaching reform,in addition to adopting new teaching methods,it is more important to understand students'learning motivations.From the perspective of self-determination theory,the article takes the teaching activities of pharmacognosy as an example.Under the condition that students pay insufficient attention to the curriculum,the students'learning motivation can be enhanced by satisfying their basic psychological needs,including the setting of teaching design and students'majors,tasks closely related to daily life in order to stimulate students'interest and meet their independent needs,the control of the difficulty and workload in task setting to meet the competence needs of students,the enhancement of the connection between teachers and students and even among students in teaching to meet the relationship needs of students.The teaching process of splitting classroom,which teachers'lectures and students'explanations and discussions are interspersed,helps students maintain their excitement.The questionnaire of student evaluation of teaching shows that the teaching design has increased students'interest in the curriculum,and it also reflects the large differences in the preferences of different students for the teaching mode.

关 键 词：生药学 教学设计 以学生为中心 自我决定理论 基本心理需要 学习动机 

分 类 号：R-4[医药卫生] G642[文化科学—高等教育学]