疫情下基于角色转换的在线PBL教学模式对青年教师培训的实践与思考  

Practice and Reflection on the Training of Young Teachers by Online PBL Teaching Mode Based on Role Transition under the Epidemic Situation

作　　者：吴岚[1] 吴运涛 武辉[1] WU Lan;WU Yun-tao;WU Hui(Department of Pediatrics,The First Hospital of Jilin University,Changchun 130021,China;Norman Bethune Health Science Center of Jilin University,Changchun 130021,China)

机构地区：[1]吉林大学第一医院儿科,长春130021 [2]吉林大学白求恩医学部,长春130021

出　　处：《高校医学教学研究（电子版）》2021年第6期50-55,共6页Medicine Teaching in University (Electronic Edition)

摘　　要：PBL教学模式对教师的要求与传统“灌输式”教学不同,如何掌握其精髓,如何使青年教师从“知识的传授者”转换为“学习的促进者”是本教研室在疫情之下需要解决的问题。教研室具有多年开展儿科学PBL教学的优势和基础,培养了一批优秀的PBL教师。今年,本教研室在遵守疫情防控要求的前提下,借助腾讯会议及微信两个网络平台,对培训对象进行角色转换,使青年教师从学生的角度体验、感受PBL教学方法和教师在教学中的角色和任务,并体会相关教学案例的知识内涵、结构、逻辑关系及其引导性,后期以网络会议的形式进行问题的讨论与总结,以达到改革培训模式、积累优秀案例、培训年轻教师的目的,这种教学设计对于培训PBL教学模式的指导教师具有重要价值和意义。PBL teaching mode has different requirements for teachers from traditional“infusing”teaching.How to grasp its essence and how to make young teachers transform from“imparting knowledge”to“promoters of learning”is a problem under the epidemic situation.The department has the advantage and foundation of carrying out pediatrics PBL teaching for many years,and has trained a group of excellent PBL teachers.In comply with the requirements under the premise of prevention and control of this year,with the aid of tencent meeting and WeChat video two network platform,to the role transformation of the training object,make the young teachers experience,feelings of PBL teaching method from the perspective of students and teachers in the teaching of the roles and tasks,and understand the relevant knowledge connotation,the structure of teaching cases,the logical relationship and instructive,late in the form of network meeting discussion and summary,reform the training mode,accumulate good example,in order to achieve the purpose of training young teachers,This kind of teaching design is of great value and significance to the guidance teachers of PBL teaching mode.

关 键 词：PBL 在线教学 角色转换 

分 类 号：G642[文化科学—高等教育学] R-4[文化科学—教育学]