BOPPPS模型在性医学案例教学中的运用  

Application of BOPPPS Model in Case Teaching of Sexual Medicine

作　　者：黄欣[1] 何晓微[2] 李杰辉[1] 俞渊[1] 尹星 HUANG Xin;HE Xiao-wei;LI Jie-hui;YU Yuan;YIN Xing(The First Affiliated Hospital of Guangxi University of Traditional Chinese Medicine,Nanning,Guangxi 530001,China;Guangxi University of Traditional Chinese Medicine,Nanning,Guangxi 530001,China;Shengzhou Hospital of Traditional Chinese Medicine,Shaoxing,Zhejiang 312400,China)

机构地区：[1]广西中医药大学第一附属医院,广西南宁530001 [2]广西中医药大学,广西南宁530001 [3]嵊州市中医院,浙江绍兴312400

出　　处：《教育教学论坛》2022年第8期56-59,共4页Education And Teaching Forum

基　　金：2018年度广西中医药大学校级教育教学研究与改革项目“基于BOPPPS模型的性医学智慧课堂教学模式实践与研究”(2018C15);2020年度广西中医药大学自治区级学位与研究生教育改革课题“基于BOPPPS模式下提高中医外科专业研究生规范化培训教育质量的研究”(JGY2020106)。

摘　　要：BOPPPS模型将教学过程分为导言、学习目标、前测、参与式学习、后测和总结六个环节,可以充分调动学生的主观能动性,增强教学效果。以性医学中勃起功能障碍为例,基于BOPPPS模型,对该知识点进行教学设计,并对教学效果进行应用评价。实践结果表明,BOPPPS教学教学模式改变了传统的教学方式,提高了教学质量。The BOPPPS model divides the teaching process into six links,including bridge-in,learning objective,pre-test,participatory learning,post-test and summary,which can fully mobilize students’subjective initiative and enhance the teaching effect.This paper takes the“erectile dysfunction”in sexual medicine as an example,based on BOPPPS model,carries on the teaching design of this knowledge point,and evaluates the teaching effect.The practice results show that in the teaching of sexual medicine of BOPPPS model,in view of the teaching objectives put forward in the teaching activities,the classroom teaching is conducted according to the process of“learning leading-generating question-participating in discussion-testing and evaluation”.BOPPPS is different from the traditional classroom model in which teachers impart knowledge and students receive knowledge.This new teaching model has changed the traditional teaching method and greatly improved the teaching quality.

关 键 词：BOPPPS 性医学 教学 

分 类 号：G642.0[文化科学—高等教育学]