让生理学课堂焕发生命的活力  

Let the Physiology Classroom Radiate the Vitality of Life

作　　者：袁琳波[1] 

机构地区：[1]温州医科大学生理学教研室,浙江 温州

出　　处：《职业教育（汉斯）》2020年第3期192-195,共4页Vocational Education

摘　　要：世界上最遥远的距离不是生与死,而是我们共处一堂,你却在低头玩手机。课堂低头族屡见不鲜。作为医学主要基础课程之一的生理学,如何提高课堂吸引力,让课堂焕发生命的活力?我们从转变课堂观、树立有灵魂的教学目标、拓展有灵魂的课堂内容、设计有灵魂的教学方法、巧妙应对课堂危机五个方面生动化生理学课堂,让生理学课堂焕发生命的活力。The furthest distance in the world is not distance between life and death, but we live together, but you are playing with your mobile phone. Class phubbers are common. As one of the major basic medical courses, Physiology is very important. How to improve the physiology classroom attraction, let the classroom radiate the vitality of life? We made physiology class vivid from the following five aspects: changing class view, building soulful teaching objectives, expanding soulful teaching content, innovating soulful teaching method, and coping with classroom crisis brilliantly, In order to let the physiology classroom radiate the vitality of life.

关 键 词：生理学 课堂 课堂危机 课堂创新 生命活力 

分 类 号：G63[文化科学—教育学]