摘要
文章指出组织学课程教学中学生积极性不足致教学效果不佳,从学习方式偏被动、课程考核标准偏简单、教学互动偏少三个方面分析了成因,并尝试从教学统一的角度给出了教学设计实用化、课程考核多样化、教学反馈常态化的解决办法。
It was found that the students' deficiency of positivity caused a non-ideal teaching effect of histology. In present study, we analyzed this problem from aspects of the negativity in learning, the simpleness on criteria of teaching assess, and poverty of interactivity between teachers and students. In order to resolve this problem, usability on teaching design, completeness on teaching assess, and normalization on teaching feedback were proposed according to the view of unity of teaching and learning.
作者
张静
顾介鑫
ZHANG Jing;GU Jiexin(Teaching and Research Section of Histology and Embryology, Xuzhou Medical University,Xuzhou, Jiangsu 221004;Experimental Teaching Center fbr Linguistic Sciences, Jiangsu Normal University, Xuzhou, Jiangsu 221009)
出处
《科教导刊》
2019年第7期130-131,共2页
The Guide Of Science & Education
基金
国家社会科学基金重点项目(18AYY009)"汉语阅读障碍儿童句法
语义加工的神经基础研究"资助
关键词
组织学
课程教学
教学设计
课程考核
教学反馈
histology
curriculum teaching
teaching design
teaching assess
teaching feedback
