“以学习为中心”的医学图像处理线上线下混合式教学设计与实践  

“Learning-centered” online and offline blended teaching design and practice of Medical Image Processing

作　　者：李振伟[1] 杨晓利[1] 张丰收[1] 胡志刚[1] 王新征 LI Zhenwei;YANG Xiaoli;ZHANG Fengshou;HU Zhigang;WANG Xinzheng(School of Medical Technology and Engineering,Henan University of Science and Technology,Luoyang 471023,China)

机构地区：[1]河南科技大学医学技术与工程学院,河南洛阳471023

出　　处：《中国医学教育技术》2022年第6期645-649,共5页China Medical Education Technology

基　　金：2020年河南省精品在线开放课程“医学图像处理”;2021年河南省高等教育教学改革研究与实践项目“高校专业类虚拟教研室的建设与实践探索”(2021SJGLX389);2021年河南省高等教育教学改革研究“新工科背景下高水平教学团队建设研究与实践”(2021SJGLX132);河南科技大学2021—2022学年实验技术开发基金项目“基于PBL理念的医学图像处理实验设计与线上平台建设”(SY2122013)。

摘　　要：为了解决课程教学过程中存在的“学思脱节”和“知行脱节”两个痛点问题,文章针对“医学图像处理”课程的特点,设计了“以学习为中心”的线上线下混合式教学过程和考核方式。通过让学生参与教学全过程、进行互相评价,实现从“以教为主”向“以学为主”的转变,让学生开始学;通过情景故事和角色扮演寓教于乐,在轻松有趣的氛围中化解难点,让学生喜欢学;通过学以致用、步步进阶使学生享受学习带来的愉悦感和成就感,让学生享受学。实践表明,“以学习为中心”的混合式教学设计有助于激发学生自主学习的积极性,显著提升学习效果,促成课程教学目标的实现。In order to solve the two key points of “disconnection between learning and thinking” and “disconnection between knowledge and practice” in the teaching process of Medical Image Processing, this paper designed an online and offline blended teaching process and “learning-centered” assessment method according to the characteristics of this course. Through students’ participation in the entire teaching process and mutual evaluation, “teaching-oriented” mode has transformed to “learning-oriented” mode, and students began to learn. By using situational stories and role plays to realize learning through play, difficulties were resolved in a relaxed learning atmosphere, and students liked to study. Through learning in order to practice and making achieve-ment by learning, students enjoyed the sense of joy and accomplishment. The practice indicated that “learning-oriented” blended teaching mode is conducive to stimulating students’ enthusiasm for independent study, improves learning effect significantly, and promotes the realization of curriculum teaching objectives.

关 键 词：以学习为中心 混合式教学 教学设计 翻转课堂 互相评价 

分 类 号：G434[文化科学—教育学] G642.0[文化科学—教育技术学]