摘要
基于问题的学习(problem-based learning,PBL)中多强调了教师角色的转换与定位,要求学生是PBL教学中的教学主体。然而,针对如何实现学生在PBL教学中的主体地位,还缺少深入的探究。在七年制临床医学儿科班的本科生中进行了《医学生理学》的PBL教学实践,通过对学生进行不同的角色定位与轮换(包括主持人、记录人、问题汇总人、结果汇报人)来全面提高和培养学生的自主学习能力,并注重提高学生们在专业学术讨论中的人际沟通能力,取得了较好的效果。
Students are supposed to play a dominant role in problem-based learning（PBL） teaching, which requires the relocation and transformation of teacher’s role in teaching practice. However, it is not clear as to how to achieve this aim. We carried out the PBL teaching practice in＂Medical Physiology＂ course for seven-year clinical medicine program students（pediatric direction）. Students take turns to assume different roles in PBL class, the roles including the organizer, the note-taker, the problemsolver, and the presenter. Through the implementation of PBL, the students have enhanced their ability of independent learning, and interpersonal communication skills in academic settings.
出处
《继续医学教育》
2016年第2期45-46,共2页
Continuing Medical Education
基金
首都医科大学校长基金资助项目(14JYY092)
关键词
PBL教学
医学生理学
角色定位与轮换
自主学习能力
人际沟通能力
PBL teaching
Medical physiology
Role location and role transformation
Independent learning ability
Interpersonal communication skills
