"以学生为中心"教学理念中英语教师的作用

在主张"以学生为中心"教学理念进行教学的现代英语教学中,对教师的作用进行研究具有很重要的价值.本文从口语教学、词汇教学、阅读教学三个方面探讨了教师的主要作用.教师应是口语教学中情绪的激发者,交际情景的设计者和创造者;教师应是词汇教学中词汇学习的帮助者;教师应是阅读教学中自主学习的策略训练者.     

以学生为中心、质量为核心的医学本科教学管理改革与实践

在实际工作中，医学高校人才培养中心地位和本科教学基础地位一直面临着不少挑战，尤其是在大学对学科建设、科技创新等愈发重视的环境下，高校巩固和加强本科教学的重视程度、投入力度、保障强度面临更多压力，在管理机制创新、管理信息化、管理效率和质量提升方面改革力度有待加强。探讨高校从理念文化、政策制度、资源配置、信息技术等方面持续推进“教学管理理念、教学管理机制、教学管理协同体系、教学管理信息化”四位一体教学管理改革，是着力于本科教学外部发展环境和内部管理机制双向优化，实施以学生为中心、质量为核心的本科教学管理体系，提升医学高校本科教学管理质量和效益的有效途径。     

以学生为中心的基础医学英语词汇的教学方法探索

医学英语词汇是医学英语的特点和难点。从基础医学英语单词教学中,总结出讲解西医发展史、运用试听材料等来激发学生的兴趣;学生通过实践来掌握参构词法则;强调学生试读与教师领读对提高正确的发音的作用;以及培养良好的学习习惯等以学生为中心的教学方法。     

"以学生为中心"的考试方法改革设想

目的:探讨建立"以学生为中心"的考试方法在"全面考试观"指导下的医学本科学生考试考核模式.方法:通过对传统考试考核模式弊端与全面考试观优点的对比分析,指出传统的考试方法忽视能力和素质的考核,已不再适应当前医学教学的要求,对传统考试方法进行改革已势在必行.结果:通过论证提出了切实可行的在"全面考试观"指导下的"以学生为中...     

以学生为中心的教学模式在临床神经外科教学中的应用

目的探讨以学生为中心的教学模式在临床神经外科教学中的应用效果。方法将2010年度在神经外科实习的120名学生,随机分为试验组60名和对照组60名。试验组采用以学生为中心的教学模式,对照组采用传统的教学模式,实习结束后对2组进行考核,并通过自行设计的调查问卷对2组进行效果评价。结果试验组学生考核成绩明显高于对照组,差异有统计学意义（P〈0．01）;试验组学生对教学方法的评价优于对照组,差异有统计学意义（P〈0．05）。结论以学生为中心的教学模式能提高学生参与的积极性,调动学生的主观能动性,激发学生自主学习的潜能,提高了教学质量。     

Quantitative Assessment of Assisted Problem-based Learning in a Pharmaceutics Course

Objectives

To assess the effectiveness of assisted problem-based learning (PBL) compared to a didactic approach in a pharmaceutics course.

Design

Data were collected over 7 offerings of the course. In the first half of the semester about half of the students (PBL1) learned in a PBL format while the other students (PBL2) received didactic lectures. In the second half of the semester, the teaching methods were reversed.

Assessment

Performance on the midterm examination and a comprehensive final examination was used to assess the effect of PBL. Over the 7-year period, PBL1 students scored significantly higher on the midterm examinations. Scores on the final examinations did not differ significantly, but PBL2 students had a higher mean score on questions based on material from the second half of the semester.

Conclusions

PBL produced a short-term (weeks) improvement in learning and our results suggest that the effect may persist in the medium term (months).     

Experiences of a student-run clinic in primary care: a mixed-method study with students,patients and supervisors

Objective: To explore how a student-run clinic (SRC) in primary health care (PHC) was perceived by students, patients and supervisors.

Design: A mixed methods study. Clinical learning environment, supervision and nurse teacher evaluation scale (CLES?+?T) assessed student satisfaction. Client satisfaction questionnaire-8 (CSQ-8) assessed patient satisfaction. Semi-structured interviews were conducted with supervisors.

Setting: Gustavsberg PHC Center, Stockholm County, Sweden.

Subjects: Students in medicine, nursing, physiotherapy, occupational therapy and psychology and their patients filled in questionnaires. Supervisors in medicine, nursing and physiotherapy were interviewed.

Main outcome measures: Mean values and medians of CLES?+?T and CSQ-8 were calculated. Interviews were analyzed using content analysis.

Results: A majority of 199 out of 227 student respondents reported satisfaction with the pedagogical atmosphere and the supervisory relationship. Most of the 938 patient respondents reported satisfaction with the care given. Interviews with 35 supervisors showed that the organization of the SRC provided time and support to focus on the tutorial assignment. Also, the pedagogical role became more visible and targeted toward the student’s individual needs. However, balancing the student’s level of autonomy and the own control over care was described as a challenge. Many expressed the need for further pedagogical education.

Conclusions: High student and patient satisfaction reported from five disciplines indicate that a SRC in PHC can be adapted for heterogeneous student groups. Supervisors experienced that the SRC facilitated and clarified their pedagogical role. Simultaneously their need for continuous pedagogical education was highlighted. The SRC model has the potential to enhance student-centered tuition in PHC.

• Key Points

• Knowledge of student-run clinics (SRCs) as learning environments within standard primary health care (PHC) is limited.

• We report experiences from the perspectives of students, their patients and supervisors, representing five healthcare disciplines.

• Students particularly valued the pedagogical atmosphere and the supervisory relationship.

• Patients expressed high satisfaction with the care provided.

• Supervisors expressed that the structure of the SRC supported the pedagogical assignment and facilitated student-centered tuition – simultaneously the altered learning environment highlighted the need for further pedagogical education.

• Student-run clinics in primary health care have great potential for student-regulated learning.

     

试误教学法融入推拿手法学实训课突显以学生为中心的教学理念

推拿手法学实训教学模式一般都是以教师为中心,学生无条件服从教师的教导,刻板机械地进行手法操作练习,完全复制教师的演示动作,造成学生对手法的习练兴趣低,动作要领掌握不到位,很难掌握推拿手法精髓等尴尬现象。为此,笔者尝试将"试误教学法"作为一种新的教学策略和方法,从逆向思维的角度切入推拿手法学实训课堂,突出了培养学生能力素质的重要性,弱化了传统教师传授知识的中心强势地位及其刻板性、机械性,改革实践技能教学模式,提高了实践技能教学质量。