大规模医学教学中的创新“以教促学”模式探索  

Exploration on an innovative model of“learning through teaching”in large-sized classes

作　　者：张静[1] 王雅梅[1] 褚巧云[1] ZHANG Jing;WANG Yamei;CHU Qiaoyun(Department of Biochemistry and Molecular Biology,School of Basic Medical Sciences,Capital Medical University,Beijing 100069,China)

机构地区：[1]首都医科大学基础医学院生物化学与分子生物学系,北京100069

出　　处：《基础医学教育》2025年第2期185-190,共6页Basic Medical Education

基　　金：北京市高等教育学会课题面上项目(MS2023202)。

摘　　要：文章提出了一种针对大班医学教学的创新策略,即通过“以教促学”模式提升学生的自主学习和批判性思维能力。该策略将学生的“以教促学”任务主要安排在课后。学生通过分析教学难点、总结重点知识、结合临床案例并自主提出问题,生成有声资料并上传至学习平台,供全班学生学习和讨论。为确保每位学生的积极参与,每个模块的参与度被纳入形成性评价。这一方法将教师的课堂教学、学生的自主学习和教学相结合,既保持了教学的系统性,又为学生提供了更多自主学习与教学的机会。实践表明,该策略在大班教学中有效促进了“以教促学”的全面应用,提升了学生的学习参与度与学习效果,具有较高的推广价值。This paper proposes an innovative model of“learning through teaching”for large classes of medical students,aiming to improve their autonomous learning ability and critical thinking skills.“Learning through teaching”tasks are assigned to the students and they need to perform after class.The students analyze difficult points,summarize key knowledge points,integrate clinical cases,raise questions independently,generate audio materials,and upload them to a learning platform for the entire class to study and discuss.To ensure active participation from each student,the authors use formative assessment,with the students’performance in each module involved.This method combines classroom instruction with students’autonomous learning without disrupting the original teaching system.The model of“learning through teaching”proves effective in teaching practice,for it improves students’engagement and learning outcomes,suggesting a promising prospect for its application in large class teaching.

关 键 词：基础医学 教学改革 大班教学 以教促学 自主学习 批判性思维 

分 类 号：R3[医药卫生—基础医学]