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人体断层解剖学是重要的基础医学课程.传统上,该课程的授课一直以线下课堂授课为主,但由于课程本身的难度较大,加之断层解剖学的学习需要学习者具备较扎实的人体解剖学基础,导致教师的授课和学生的学习效果皆差强人意[1].近年来,随着信息技术的发展,在线开放课程的建设逐渐兴起,以互联网线上教学与线下课堂教学相结合的混合式教学模式也在高等教育中迅速发展[2].但在基础医学形态学课程中,尤其是断层解剖学这样一门边缘性小众化课程中开展混合式教学模式,国内外可借鉴的成功经验还不多,笔者利用学校在线开放课程平台建设人体断层解剖学在线课程,将学习断层解剖结构分为既相互联系又呈逐步上升递进的"学""识""用"3个阶段,将线上自主学习与线下课堂授课相结合,书本理论学习、实验室标本观察和临床运用相结合,线上过程考核与线下理论考核相结合,形成全新的基于现代信息技术的人体断层解剖学课程"三段三阶"混合式教学模式.开展人体断层解剖学的课程教学改革,以期不断提高教学质量和效果. 相似文献
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人体断层解剖学是用断层方法研究人体形态结构及其相关功能的科学 ,其主要特点是在保持人体器官于原位状态下 ,准确地显示各结构的形态、位置及毗邻关系。掌握人体断层解剖学的结构特征 ,为医学影像专业的学生学好其它影像学奠定坚实的形态学基础。但是对于初学人体断层解剖学的学生来讲 ,学习人体断层解剖学的思维方式与学习系统解剖学、局部解剖学的思维方式存在很大的差异。因此 ,学习断层解剖学有一定的难度 ,为了帮助学生更快更好的掌握这门学科 ,笔者从以下几方面进行了探索 ,在教学实践中收到了较好的效果。1 要学好断层解剖学 ,必… 相似文献
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断层解剖课程设置及标本陈列室的建立 总被引:1,自引:0,他引:1
断层解剖学(sectional anatomy)是用断层方法研究人体形态结构及相关功能的科学。开设断层解剖学课程的目的在于使学生掌握断层解剖基本知识 ,为学好临床医学课程奠定形态学基础。为了促进学科的建设和发展 ,我室于 1990年开始筹建人体断层解剖标本陈列室 ,作为科室对外展示的窗口 ,同时用于人体断层解剖学教学的开展。内容有男性连续横断层解剖标本一套 (躯干 )每一公分一片 )共 90件 ;女性连续横断层解剖标本一套 (躯干 )每一公分一片共 87件 ;女性连续横断层解剖标本 (含四肢 )一套 ,每公分一片共 2 5 0件。男性矢状切面断层标本一套 ,36… 相似文献
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Properties of chemoreceptors of tongue of rat 总被引:14,自引:0,他引:14
BEIDLER LM 《Journal of neurophysiology》1953,16(6):595-607
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A further analysis of already published data supports the position that retardates of low ability level less frequently have retarded siblings, retarded parents, and parents low in occupational level than do retardates higher in ability level. The analysis supports the position that there are two types of retarded individuals, persons retarded as a result of gene or chromosomal anomalies, brain injury, etc., who more frequently occur in the lower-level retardate group, and persons whose retardation represents polygenic segregation, who more frequently occur in the higher-level group. 相似文献
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Eighteen families in which both parents had refractions within the range of +4·0 D to −4·0 D and axial lengths seen in emmetropia (22·3-26·0 mm) showed coefficients of correlation of the order 0·5 indicative of polygenic inheritance. Such coefficients were seen for axial length (0·407) and for the cornea (0·487), but not for the lens (which is known to be yoked to the axial length). No such coefficients were seen in 19 families in which one of the parents had axial length outside the emmetropic range (nine families with long axes and 10 with short axes).
The pattern of polygenic inheritance for emmetropia (completely correlated optical components) and errors of refraction up to 4·0 D (inadequately correlated components: correlation ametropia) follows that seen in stature and other measurable characters. In contrast the high refractive errors with their abnormal axial lengths (component ametropia) are—like the extremes in stature—pathological anomalies with monofactorial inheritance.
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Editorial note. This article is published as part of a discussion. Particular issues of the article are disputable. First
of all, this concerns the so-called “folder” method of introduction of international standards for medical devices to domestic
medical practice (i.e., by direct translation of the standards and their publication as standardizing documents). Nevertheless,
at least one of the problems, the problem of coordination between domestic state standards for medical devices and international
recommendations of ISO and IEC, is undoubtedly of topical importance. Advancement of new health service legislation which
is to be approved by law-makers will definitely introduce corrections into the present situation. The Editorial Board of Meditsinskaya
Tekhnika believes this article will lessen these problems and to be welcomed by readers. 相似文献