知识建构视域下药物化学课程中肾上腺素受体激动剂的教学设计  

Instructional Design for Teaching Adrenergic Receptor Agonists in Medicinal Chemistry from the Perspective of Knowledge Construction

作　　者：雷英杰[1] 张婧 杨忠金 史艳萍[1] LEI Yingjie;ZHANG Jing;YANG Zhongjin;SHI Yanping(Department of Chemistry&Chemical Engineering,Tianjin University of Technology,Tianjin 300384,China;Department of Pharmacy,Weinan First Hospital,Weinan 714000,China)

机构地区：[1]天津理工大学化学化工学院,天津300384 [2]陕西渭南市第一医院药剂科,渭南714000

出　　处：《药学教育》2025年第2期101-104,共4页Pharmaceutical Education

基　　金：天津理工大学研究生教育教学教改项目(No.KCSZ2206);天津理工大学教改项目(No.YB22-14)。

摘　　要：为提升药学专业课程授课效果,提高学生的学习主动性,教学团队在药物化学课程教学中引入知识建构理论模式。结合肾上腺素受体激动剂的课程教学内容,按照了解事实、掌握执行方法、知晓运作原理和策略运用等学习进程,设计分层级的课程教学目标。借助同伴互助和知识分层手段,开展建构性学习,引导学生探寻深度学习的路径。结果表明,这些教学创新有助于提升学生的临床综合技能和创新思维意识。To improve the effectiveness of pharmaceutical education and enhance students'learning initiative,the teaching team adopted a knowledge construction approach in the Medicinal Chemistry course.Focusing on the topic of adrenergic receptor agonists,the instructional design follows a hierarchical learning progression—from understanding factual knowledge to mastering procedural skills,grasping underlying principles,and applying strategic reasoning.Course objectives were tiered accordingly.Through peer collaboration and differentiated knowledge scaffolding,students engaged in constructive learning processes and were guided toward deeper learning pathways.Findings indicate that these pedagogical innovations effectively enhance students'integrated clinical competencies and foster innovative thinking awareness.

关 键 词：药物化学 肾上腺素受体激动剂 知识建构 

分 类 号：R95[医药卫生—药学]