免疫系统的器官系统整合BOPPPS教学模式在新生研讨课中的初步探索  

Preliminary exploration of BOPPPS teaching model of organ system integration of immune system in freshman seminar

作　　者：宋潼潼 杨巍[1] 于玲 李志平 陈霞[1] SONG Tongtong;YANG Wei;YU Ling;LI Zhiping;CHEN Xia(College of Basic Medical Sciences,Jilin University,Changchun 130021,China;The Second Norman Bethune Hospital of Jilin University,Changchun 130041,China;The First Bethune Hospital of Jilin University,Changchun 130021,China)

机构地区：[1]吉林大学基础医学院,长春130021 [2]吉林大学白求恩第二医院,长春130041 [3]吉林大学白求恩第一医院,长春130021

出　　处：《中国免疫学杂志》2024年第12期2638-2641,共4页Chinese Journal of Immunology

基　　金：吉林大学本科教学改革研究项目(2023XYB118);吉林省高等教育教学改革研究课题(JLJY202395689359);中国医药学研究生在线教育教学研究课题(A_YXC2022-02-03_10)。

摘　　要：大学教育面临的一个重要问题为新生的适应转变。为引导学生适应研究型学习的需要,吉林大学面向全校一年级本科生开设了新生研讨课,更注重学生思维方式和学习能力的培养。对于医学生而言,需要将学习的医学知识应用于临床问题分析,因此培养学生在入学之初就建立从基础到临床的整合思维尤为重要。近年来,器官系统整合已在国内外医学院中逐步进行。在免疫系统与疾病整合课程中,免疫系统的形态学较为抽象、难于观察,学生在入学初期,尚缺乏器官系统整合思维,初始阶段的免疫系统整合课程难以进行。因此,教研组以新生研讨课引导学生向适应性和学术性的转换为目的,以免疫系统的器官系统整合为路径,以BOPPPS教学模式为手段进行了初步探索。在新生研讨课中以免疫系统的“形态结构-机制功能-疾病-诊断-治疗”为主线,帮助学生建立在免疫学和解剖学等基础医学课程基础上融入疾病诊断和治疗的学习思维方式。应用BOPPPS改革教师的“教”,从导入、目标、前测、参与式学习、后测、总结六个环节,建立以学生为中心的教学模式,可更好地引导学生主动思考,参与学习的全过程,注重学生对碎片化知识思维方式的构建,内化医学人文素养,提升院校医学人才培养质量。and difficult to observe.In the early stages of enrollment,students still lack the thinking of organ system integration,and the initial stage of immune system integration courses is difficult to carry out.Therefore,we aimed to guide students towards adaptability and academic transformation through freshman seminars,explored the integration of the immune system's organ system as a pathway,and used the BOPPPS teaching model as a means for preliminary exploration.In the freshman seminar,the main focus is on the"morphology and structure-mechanism and function-disease-diagnosis-treatment"of the immune system,helping students establish a learning mindset that integrates disease diagnosis and treatment based on basic medical courses such as immunology and anatomy.Using BOPPPS to reform the"teaching"of teachers,establishing a student-centered teaching model from six aspects:bridge,objective,pre-assessment,participatory learning,post-assessment and summary,can better guide students to actively think and participate in the entire learning process,focus on the construction of students'fragmented knowledge thinking mode,internalize medical humanities literacy,and improve the quality of medical talent cultivation in colleges and universities.

关 键 词：器官系统整合 免疫系统 BOPPPS 新生研讨课 

分 类 号：G642.0[文化科学—高等教育学] R324[文化科学—教育学] R392.9[医药卫生—人体解剖和组织胚胎学]