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网络教学是现代教学发展的一个必然趋势,在线网络课程不仅仅是给学生提供一些学习资源,而是要营造一个"学生为主体,教师为主导"的理想的教学环境,调动学生的主动性和积极性,培养学生的创新精神和实践能力。 相似文献
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正随着信息时代的到来,高速发展的信息技术为医学教育的变革与创新提供了全新的信息化环境。信息化环境下的教学设计即信息化教学设计,其主要内涵就是要充分利用现代信息技术和信息资源,科学地安排教学过程的各个环节和要素,支持学生的自主探究学习,提高学生的学习兴趣~([1])。学院从2007年开始,面向医学影像技术和临床医学专业开设《人体断层解剖学》课程。传统的教学环境及其相应的教学设 相似文献
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依据护理人才培养目标定位和护理学专业特色,人体解剖学教学从护理岗位的视角,优化课程思政内容供给,在培养学生知识与技能同时,教育引导学生始终把患者生命和健康放在首位.通过立德树人"全程化",在理论和实验教学过程中,将社会责任、职业素养、人文情怀和团队意识深化入教学内容,将德育与素质教育有机统一起来,提升了护生职业素质和医... 相似文献
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正人体解剖学是医学教育的重要基础课程,解剖学教学存在知识点多且复杂等特点,医学生需要进行多次强化记忆,由于医学生医学课程较多,见习实习时间较长等特点,单靠教师传统课堂教学和学生课后复习难以快速掌握解剖学课程专业知识。2017年2月,美国新媒体联盟发布的《地平线报告2017(高等教育版)》年度报告指出,将移动学习应用到传统的高等教育中已势在必行~[1],伴随着智能手机的广泛使用,大学生利用微信、微博等社交媒介越来越熟练,在解剖学教学过程中对大学生利用智能手机进行合理引导,能够促进师生的交流,提高医学生对解剖学课程知识点的学习。在解剖学教学中引入问卷星网络调查问卷平台,适应了教育技术发展的趋势,选取学校临床医学院临 相似文献
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正人体解剖学是一门重要的医学基础课程,其理论是建立在医学实验基础之上,实验教学是解剖学教学必不可少的重要环节。但在实验运行中,受制于多种因素,如解剖实验所需要的尸体,来源少且重复使用率低,即使安排实验课,因每组实验人员过多,教学效果不好。为了解决解剖学实验教学中存在的诸多问题,在国家级虚拟仿真实验教学中心平台的基础上,构建了人体解剖学虚拟仿真实验室。该实验室由数字(虚拟)人、虚拟实体标本、多媒体系统和配套硬件组成。近3年来,数字(虚拟)人 相似文献
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Renewed emphases on teaching professionalism require physicians to develop the ability to critically reflect upon their own decisions. Innovative programs that address teaching professionalism within medical curricula have been implemented in almost all medical schools. The foundation for many of these programs is "reflection," which is regarded as a core skill in professional competence. In order to achieve the desired outcomes and meet the demands of a required curriculum, an understanding of educational concepts in the designing of medical curricula is essential. Educators recognize that, for most medical students, professional growth is initiated during the first year of the medical curriculum and, therefore, traditionally pure content delivery courses such as first year anatomy course are being utilized now in order to explore issues related to critical thinking and professionalism. As a result, learning strategies such as "reflective practice" are beginning to play an important role in curriculum design. This article provides an overview of the theory of reflective practice, and demonstrates how reflective practice may be integrated into the anatomy curriculum. In order to incorporate reflective exercises into a curriculum, the basic elements of a reflective process are defined, strategies to implement reflective exercises within the course are described, and the benefits of reflective practice are highlighted. Therefore, in creating an environment that fosters reflective learning, the gap between theory and practice may be consolidated, which in the context of anatomy promotes the issue of teaching for relevance and clinical application. 相似文献
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