摘要
南京医科大学附属南京市妇幼保健院妇产科学教研室将学导式教学与传统的讲授式教学方法相结合，发挥两者的长处，并进行了相应的教学改革，以培养学生的综合素质。对理论性较强、较抽象的妇产科学内容采用传统的讲授式教学方法，而对一些容易理解、便于自学的妇产科学内容则采用学导式教学方法。学导式教学方法分为5个环节，即教师概讲、学生自学、小组讨论、学生多媒体演练、教师总结。讲授式教学方法发挥了教师的主导作用，使学生在短时间内获得大量的知识；实施学导式教学方法，学生在自学时必须处理大量知识和信息，并在此基础上进行独立思考和判断，培养了学生发现问题、解决问题的能力，同时还可以较好地解决教学内容膨胀与教学时间不足的矛盾。根据妇产科学教学的特点，我们对学导式教学的考核方式进行了改革，将学生平时的学习表现纳入到考核方案中。
The Teaching-and-Researching Office of Gynecology and Obstetrics from Nanjing Mater- nity and Child Health Care Hospital carried out a teaching reform by combining learning-guiding and lecture-based teaching models together, which displayed the advantages for cultivating students＇ comprehensive qualities. Lecture-based model was mainly focused on those more abstracter and theoretical contents in gy- necology and obstetrics, but learning-guiding model was prone to those easier-to-understanding and self- learning contents. Lecture-based method could deliver a large amount of knowledge in a short time through teacher＇s leading role, learning-guiding method, however, could encourage students to manage and analyze the knowledge and information they faced, and make them thinking and making judgment by themselves, of which could train students＇ abilities of problem analysis and problem solving. Meanwhile, it could give a way to solve the contradiction of teaching content expanding and shortage of teaching time. According to the characteristics of gynecology and obstetrics, the learning-guiding model was also reformed, as making the daily-studying performance as the examining item.
出处
《中华医学教育杂志》
2010年第2期255-256,313,共3页
Chinese Journal of Medical Education
关键词
学导式教学
讲授式教学
妇产科学
教学改革
Learning-guiding model
Lecture-giving teaching
Gynecololgy and obstetrics
Teaching reform
