基础医学教育2023，Vol.25Issue(12)：1033-1037,5.DOI:10.13754/j.issn2095-1450.2023.12.04
基于学生视角的教学设计推进病理生理学课程教与学共鸣
A student-centered instructional design model of"Four-in-one"in the course of pathophysiology
摘要
Abstract
Pathophysiology studies the changes and mechanisms of functions and metabolism in the occurrence and progression of dis-eases,and it serves as a bridge course connecting basic medicine and clinical medicine.Due to its interdisciplinarity and abstractness,this course poses a great challenge to the students.Student-centered learning is the core of education.Analysis of learning situation and reverse teaching design are key to achieving teaching goals.Taking pathophysiology as an example,the authors established a student-centered instructional design model of"Four-in-one".Firstly,based on the knowledge map of students,this model helps students learn from the easy to the difficult and explore the unknown,so that knowledge integration can be promoted and the students can fulfill their potential.Secondly,based on students'life experience,the teachers connect clinical situations with real life in the in-structional design,aiming to integrate knowledge and emotion and arouse learning motivation in the students.In addition,information technology has been used to reveal the pathogenesis underlying disease occurrence and progression,so that knowledge can be visualized and learning efficiency can be improved.Finally,this multi-pronged approach provides an immersive learning journey that could be known,felt,and visualized,and the resonance between teaching and learning can be realized in the course of pathophysiology,facilita-ting curriculum reform under the background of New Medicine.关键词
病理生理学/临床融合/课程改革/学生视角/教学共鸣/知识拓展Key words
pathophysiology/clinical integration/curriculum reform/student's perspective/resonance between teaching and learning/knowledge expansion分类
医药卫生引用本文复制引用
陈小湧,谭红梅..基于学生视角的教学设计推进病理生理学课程教与学共鸣[J].基础医学教育,2023,25(12):1033-1037,5.基金项目
教育部第二批产学合作协同育人基金资助项目(220503257070150) （220503257070150）
中山大学虚拟仿真实验教学基金资助项目(202291) （202291）
中山大学课程思政示范课程基金资助项目(202291) （202291）
中山大学教学改革基金资助项目(59000-12230013) （59000-12230013）
