大学课堂教学中思考张力的产生和作用探讨  

A brief discussion on“Thinking tension”:its generation and effect in university classroom teaching

作　　者：朱海英 ZHU Haiying(Department ofCell Biology,School ofBasic Medical Sciences,Naval Medical University,Shanghai 200433,China)

机构地区：[1]海军军医大学基础医学院细胞生物学教研室,上海200433

出　　处：《基础医学教育》2024年第11期931-934,共4页Basic Medical Education

摘　　要：“思考张力”是指大学课堂上学生思考的频次和有效性。“思考张力”是由教师提出的有启发性的一系列问题激发产生的。这些问题的频次和有效性决定了思考张力的大小。“思考张力”与课堂教学效果有着直接的关系,它不仅能产生课堂上良好的有效互动,还能帮助培养学生提出问题、分析问题和解决问题的能力,并赋能学生创新能力的提升。文章基于作者的教学实践,提出“思考张力”的概念,并结合医学细胞生物学课堂教学,对如何打造有思考张力的课堂提出了自己的见解。“Thinking tension”refers to the frequency and effectiveness of students’thinking in a university classroom.“Thinking tension”is generated by a series of enlightening questions asked by the teacher,and the frequency and effectiveness of these questions determine the degree of thinking tension.“Thinking tension”is closely related to the effect of classroom teaching,because it can produce effective interaction,help cultivate students’ability to raise questions,analyze and solve problems,and empower students to improve their innovation ability.Based on the teaching practice in the course of medical cell biology,the author proposes the concept of“thinking tension”and provides suggestions for the creation of classroom teaching with thinking tension.

关 键 词：高等教育 基础医学 思考张力 创新能力 课堂设计 教学改革 

分 类 号：G642.0[文化科学—高等教育学]