多阶段、混合式教学在法医病理学金课中的探索  

Exploration on the multi-stage blended teaching model in the course of forensic pathology

作　　者：靳茜茜[1] 杜秋香[1] 张旭东 郭相杰[1] 梁新华[1] 高彩荣[1] 张蔷蔷[2] 王英元[1] 孙俊红[1] JIN Qianqian;DU Qiuxiang;ZHANG Xudong;GUO Xiangjie;LIANG Xinhua;GAO Cairong;ZHANG Qiangqiang;WANG Yingyuan;SUN Junhong(Department of Pathology,School of Forensic Medicine,Shanxi Medical University,Jinzhong 030600,China)

机构地区：[1]山西医科大学法医学院病理教研室,晋中030600 [2]山西医科大学法医学院办公室,晋中030600

出　　处：《基础医学教育》2022年第3期173-176,共4页Basic Medical Education

基　　金：山西省高等学校教学改革创新基金资助项目(SJ2018005)。

摘　　要：在精准教学的时代背景下,文章分析医学院校法医病理学的课程性质,以超星学习通网络教学平台作为依托,构建案例分析驱动的四通道和多阶段线上-线下混合式金课模式,将课前、课中和课后三个学习环节融为一体,引导学生全程自主、探究、合作式学习;引入情境式教学,开展小组案例式、探究式合作项目,加强学生创新思维和临案思维的综合能力;结合专业课教学进行思政教育,加强新医德教育和法医职业教育,培养学生德能双修;注重多元化评价指标和及时性反馈。通过随机走访座谈和问卷调查,教师对教学模式进行评价,使教学质量得以持续改进。Under the background of “precision teaching”, given the nature of the course of forensic pathology, the authors have utilized the Superstar Learning Platform and constructed an online-offline blended teaching model, which is driven by case analysis, features four channels and multi-stage arrangement, and meets the requirements of a “golden course”. With this teaching model, three links of pre-class, in-class, and after-class learning are integrated, and autonomous, inquiring, and cooperative learning can be achieved in the whole process. Situational teaching and group cooperation projects were introduced to strengthen students’ ability of innovative thinking and case thinking. Ideological and political education was integrated into professional courses to help the students obtain the sense of identification and ethics in their vocational activities. Much importance was attached to diversified evaluation indicators and timely feedback. The authors carried out random interviews and questionnaire surveys to evaluate this teaching model, so that the teaching quality can be continuously improved.

关 键 词：法医病理学 混合式教学 教育改革 金课 

分 类 号：R89[医药卫生—法医学]