浅谈文化视角下的幼儿园课程建设

《3-6岁儿童学习与发展指南》（试行）的颁布,对开展幼儿发展为基石的课程文化建设拉开了新篇章。从文化的视角对幼儿园的课程定位,首先要重建课程文化建设的目标。课程文化建设是一项专业性较强的工作,必须形成课程文化的理念。在《幼儿园教育指导纲要》和《3-6岁儿童学习与发展指南》的引领下,依据一日生活皆课程的理念,架构课程的多元体系,包括生活课程、健康课程、学习课程、游戏课程和特色课程。最后要通过多种途径提升教师实施课程的能力。     

课程创生取向对医学教育课程改革的启示

目的:通过医学教育改革,在医学教育过程中,要牢固树立"课程创生取向"意识.方法:通过课程创生取向对"课程实施过程"的再认识,对"课程实施过程中教师和学生角色"的再定位,不断提倡"解放主体,发展个性"的教育目标.结果:彻底克服教师在课程实施中始终处于"忠实执行者"、"相互适应取向"的层面,应用"课程创生取向"理念,使教师与学生成为课程和课程变革的唯一的、真正的主体.结论:在课程创生取向的指导下,实现课程与教学的有机整合.     

幼儿园课程再实施的几点建议

美国著名课程理论专家拉尔夫·泰勒说:"课程是教育事业的核心,在教育活动中起着决定性作用。"课程已成为当下炙手可热的话题,与之相应的课程叙事也成为教育者广泛研究的对象。我县课程叙事研究历经六年已经实现了从表层走向内涵、从经验走向理性的转变。但回顾以往,仍发现其中存在很多不足,如课程的内容顾此失彼、课程的阵地视域狭窄、课程的知识储备单薄……基于目前我县课程实施的现状,现对课程实施提出以下思考与建议。     

新冠肺炎疫情下临床、护理专业医学生对公共卫生类课程的认知及教学改革对策

目的分析新冠肺炎疫情背景下临床医学和护理学专业学生对预防医学与公共卫生类课程的认知及需求情况,为非预防医学专业的预防医学与公共卫生类课程教学改革提供参考。方法利用线上教学网络平台收发调查问卷,获取学生对预防医学与公共卫生类课程的认知和行为情况;查阅相关专业的人才培养方案,获取该类课程的设置情况;分析学生对课程的认知、课程设置对学生的影响,探索课程教学改革对策。结果在临床医学、护理学专业人才培养方案中,预防医学与公共卫生类课程分别占总学分的3.24%、3.10%,只有70.00%左右的学生知晓此类课程设置情况。学生对预防医学相关知识全部回答正确率较低,仅有16.44%、65.00%的学生认为此类课程设置数量、学时已经足够,并认为应对此类课程进行整合。结论临床医学和护理学专业学生对预防医学与公共卫生类课程的知信行不能满足专业的实际需要,应适当增加此类课程在相关专业教学计划中的比重,推进此类课程知识、技能与专业课程的有效整合。     

探讨国际学校中小学与普通中小学体育课程差异

体育课程是中小学生的主要课程,中小学生正处于身体生长发育的关键时期,在这个时期体育课程能否高质量完成关系着中小学生的身心健康发展状况.国际中小学体育课程与普通中小学的体育课程,在教学理念以及教学方式和方法上都有较大的差异.必须从以上几个方面来认识国际中小学体育课程与普通中小学的体育课程的差异,这样才能为二者的体育课程的设置提供更好的经验借鉴与理论借鉴.     

幼儿园园本课程建设的困境与出路

幼儿园课程的园本建设又称园本课程建设或园本课程开发,它是在我国实施国家、地方和学校三级课程管理的时代背景下幼儿园课程开发的重要取向,也反映了世界学前教育课程改革的潮流。然而,冷静思考和分析当前幼儿园课程园本建设的现状,我们可以发现诸多问题与困境。     

医学伦理学课程思政的探索与实践——以潍坊医学院医学伦理学课程为例

医学伦理学课程思政具有天然的价值内蕴,彰显课程育人本然属性的价值引领,契合以人民健康为中心的价值取向,承载医学优秀人才培养的价值担当;医学伦理学课程思政要处理好“隐性思政”与“显性思政”“知识导向”与“价值引领”“碎片化”与“整体化”的关系;高水平的课程教师团队、优质的课程思政内容、浸润式课程思政实践活动、多维度的课程思政考核评价是医学伦理学课程思政实施的有效举措。     

“太太学院”教女人如何防“小三”

2011年11月12日,国内首家以教授女性经营婚姻情感课程的"太太学院"开班。防范"小三"成为太太课程中的教授项目,课程包括免费的公开课和线下收费课程辅导,付费课程为10万元。目前,免费课程参与者多为白领未婚女性,付费教学的多为家庭资产千万以上的女性。据报道显示,太太学院的培训与国外的太太学     

《突发公共卫生事件的应对及管理》在公共卫生硕士教育的实践

目的 了解《突发公共卫生事件的应对及管理》课程在公共卫生硕士教育中的实践情况和课程满意度的影响因素。方法 编制调查问卷,对四川大学选修过该课程的公共卫生硕士进行网络调查,分析该课程的实践情况,并构建结构方程模型,定量分析影响课程满意度的因素。结果 (1)96.6%的调查对象认为该课程有助于扩大知识量,93.7%的调查对象认为助于职业,95.0%的调查对象认为该课程提升了应对突发公共卫生事件的能力,98.3%的调查对象愿意更加深入的学习该课程;(2)课程满意度影响因素主要为感知质量和学生期望(P<0.01)。结论 (1)有必要在公共卫生硕士培养中开设《突发公共卫生事件的应对及管理》课程;(2)增加该课程的感知质量和学生期望有助于增加课程满意度。     

医药院校国贸专业课程体系模块化设计比较研究

文章通过对全国29所医药类高校国际经济与贸易专业课程设置进行研究,结果显示我国医药类高校国贸专业主干课程以经济管理类课程为主,其次是医药类课程,经济管理与医药相结合的课程很少。医药院校与我国综合类院校、经济类院校的国贸专业在课程规模、模块化课程结构方面有着较大差异。医药类高校选修课程很多,但实践课不足,学科方向不明确。广州中医药大学经济与管理学院国贸专业选修课程按专业方向模块化,符合高校学生选修课实际和课程模块动态化、弹性化要求。医药类高校国贸专业模块化教学要大量纳入经济管理与医药相结合的新课程。     

Undergraduate teaching of orthopaedic surgery

Orthopaedics is an important component of clinical practice and education in this subject is important. In order to discover how best to teach it a questionnaire was presented to undergraduates at Bristol University at the conclusion of their course. From their replies a course length of 6 weeks with maximum clinical contact, small groups and minimum numbers of lectures is recommended. Orthopaedic courses nationally have also been analysed and found to rely overmuch upon lectures, to have student groups which are too large and to combine orthopaedics with other courses too frequently. It is concluded that undergraduate and postgraduate medical training should be integrated and that 1 clinical year should contain courses which would be optional.     

化学教学中的美育

科学美感的培养是理科教学中普遍面临的新课题。在化学教学中实施美育教学对学生掌握化学知识、提高审美情感有很大的帮助。本文就如何在化学教学中进行美育教学作了一些探讨。     

An evaluation of a course for undergraduate teaching of general practice

This paper presents an evaluation of the undergraduate fifth year course of teaching in general practice in the Queen's University, Belfast. Two Modified Essay Question papers were randomly selected from those used for some years past in the Department of General Practice, as learning aids and class tests. These were administered to twelve randomly selected groups of students before and after completion of a five week course of teaching. Results show that the composite mean MEQ scores doubled between pre- and post-course tests. The correlation coefficients tabulated do not indicate that the marked improvement in mean scores before and after the course in general practice was influenced to any extent by knowledge acquired in other disciplines. The overall findings clearly establish the value of small group clinical teaching of general practice based on a problem orientated approach to learning. They suggest that the intellectual skills and attitudes required in the 'holistic' approach to problem solving in general practice may differ in some ways from the skills required in specialized areas of medicine. The evaluation justifies the time spent on clarifying the undergraduate educational objectives.     

Early introduction of clinical skills teaching in a medical curriculum--factors affecting students' learning

OBJECTIVE: To evaluate the effects of the early introduction of clinical skills teaching on students' learning following an overhaul of the curriculum of a traditional Asian medical school. METHODS: Randomly selected medical students in Year I and II were invited to participate in 30 focus group interviews while all students were asked to assist with the questionnaire survey. Most students were contacted personally to help them understand the objectives of the study. Confidentiality was emphasised and a non-faculty interviewer was recruited for the interviews. RESULTS: Two hundred and eight of Year I/Year II students attended the lunchtime focus group interviews (response rate=86.7%) while 252 (73.5%) students returned the questionnaire. The majority of them (87%) agreed or strongly agreed that it was good to introduce clinical skills in the early years of the curriculum. They reflected that the course enhanced their learning interest and made them feel like doctors. They also made many constructive suggestions on how the course could be improved during the interactive focus group interviews so that the negative effects could be minimised. CONCLUSION: It is useful to introduce clinical skills in the early years of a medical curriculum. A comprehensive course evaluation, using both quantitative and qualitative methods, helps to collect useful information on how the course can be improved.     

病例讨论在外科理论教学中的应用

目的:该文阐述的是如何提高和改善外科课堂教学质量.方法:选择合适病例,以多种形式在上课开始、课间、课中时举出,加强教师的讲课艺术以及调动学生学习的主动性和积极性.结果:可达到事半功倍的效果.结论:外科理论教学中应重视病例讨论.     

临床微生物实习教学工作的实践与思考

医学微生物学与临床药物学和感染性疾病密切相关,是检验医学中必须掌握的一门课程。培养高素质的临床微生物学人才,必须有合适临床实习教学方法。该文结合临床工作实际,从强化临床基本能力训练、改进临床实习教学方法、加强师资培训、强化实习效果评估等方面入手,对如何做好临床微生物实习教学工作,为临床培养高素质微生物工作者的方法与途径进行了有益的探讨。     

实验动物质量控制过程中典型案例分析

目的案例教学法（case-based teaching method,CTM）打破了实验动物学传统教学模式以教师为中心,以课本为中心的课堂填鸭式的讲授,调动了学生的学习主动性和创造性,从实践出发,理论联系实际,可培养学生发现问题、分析问题和解决问题的能力,实现鱼渔兼得。方法根据教学内容的不同要求,采用案例展示的方式组织学生学习讨论,实现以问题为中心的学习。结果案例教学使学生综合利用所学知识,主动学习新的知识和培养解决问题的能力;因案例生动、深刻、具体的实践背景,能激发学生的学习兴趣和活跃的课堂气氛,从而提高教学效率。结论实验动物质量控制是一个复杂的管理体系,我们将典型案例分析教学法引入实验动物质量控制教学课程中,获得了良好的效果。     

问题引导模式在妇产科实验教学中的运用

探讨问题引导模式在妇产科实验教学中的优点,简述教学过程,分析运用问题引导模式进行妇产科实验教学努力的方向。     

Early effects of a new problem-based clinically oriented curriculum on students' perceptions of teaching

OBJECTIVES: To compare the course experiences of medical students in a new problem-based (PBL) undergraduate medical course with those of their peers in a conventional curriculum. DESIGN: Whole class questionnaire survey using a pre-validated research instrument. SETTING: University of Liverpool, UK. SUBJECTS: First and second year medical students RESULTS: New curriculum students were more satisfied with their course when compared to their conventional course peers. Problem solving, team working and motivation scores were significantly higher amongst new course (PBL) students. New course students were more anxious about clarity of objectives and standard of work required. CONCLUSIONS: Early evidence suggests that curriculum reform from conventional teaching to a small group problem analysis programme results in improvement in student satisfaction with teaching and the development of appropriate learning skills.