摘要
在民族医学教学中应用任务驱动及团队合作学习，教师按照药物作用的关联度与每章节知识包含的药物数量，将授课内容进行归类。每7-9名学生组成一个学习小组，以团队形式进行课前预习。在课堂上围绕不同的“任务”——辨识药物、临床病例等进行讨论，小组代表向全班学生阐述本组观点。学习小组间针对不同意见进行辩论，教师进行详细记录及点评。课后，教师通过问卷了解学生对整个教学过程的反馈，应用任务驱动及团队合作学习的效果获得学生肯定。今后，将从增加课堂点评总结、提高学生课前预习效率、增多学习小组陈述与辩论时间、教师扩大自我知识容量与提升教学技能等方面加以改进。
Teachers applied task-based learning and Team-based learning methods in the course of ethnic medicine. Teaching contents were classified according to relations of different herbs and quantity of herbs in each chapter. 7-9 students formed a learning group which was also called team. Learning groups prepared lessons before class, debated on different tasks such as herb identification and treatment prescription of clinical cases in class, and drew a conclusion after debates. Learning groups expounded their viewpoints and debated with other learning groups about different views. Teachers recorded and commented on viewpoints from each learning group. After class, through a questionnaire, teachers understood the students＇ feedback to the whole teaching process, and the effect of application of task driven and cooperative team learning got students＇ recognition. In the future, we will make some improvement by increasing the classroom comment, improving the preparation before class, increasing the efficiency of learning group presentation and debate time, enriching teachers＇academic knowledge and improving their teaching skills.
出处
《中华医学教育探索杂志》
2015年第6期580-583,共4页
Chinese Journal of Medical Education Research
基金
广西高等教育教学改革工程（2014JGA201）：广西高校青年教师教学业务能力提升计划：右江民族医学院教育教学改革研究课题（J2013-01）
关键词
民族医学
任务驱动学习
团队合作学习
教学方法
Ethnic medicine
Task-based learning
Team-based learning
Education method
