摘要
随着互联网技术的高速发展,年轻学生越来越喜爱和适应在网络条件下获取知识。在这种大环境下,根据中医诊断学学科特点,结合长春中医药大学基础医学院以往的教学经验,采用了线上线下混合式教学模式。通过查阅文献,对线下和线上2种教学模式的特点进行深入研究,充分把握二者的优缺点,将二者有机地结合起来。借鉴同行学者的经验,在原有线下传统教学模式的基础上,充分利用网络资源,依托钉钉、微信、超星学习通、中国MOOC大学等网络平台,开展教学工作,增加学生学习的广度和深度,深化自主学习、探究式学习,收到了不错的教学效果。学生的学习兴趣普遍高涨,对多样化的学习途径表现出积极的态度,尤其是自主学习的能动性有所提高,自主学习能力得到提升。实现了从“授之以鱼”到“授之以渔”的价值过渡。现将在实践应用中的一些经验和教训总结出来,以资同行参考。
With the rapid development of Internet technology,young students more and more love and adapt to acquire knowledge under the network conditions.In this environment,according to the characteristics of diagnostics of traditional Chinese medicine,combined with previous teaching experience,a online and offline mixed teaching mode was adopted.By consulting the literature,this paper makes an indepth study on the characteristics of the two teaching modes,fully grasping their advantages and disadvantages,and combining them organically.Learning from the experience of other scholars,on the basis of the original offline traditional teaching mode,making full use of network resources and relying on the network platforms such as pin,We Chat,super-star learning channel and Chinese MOOC University to carry out teaching work,to increase the breadth and depth of students’ learning,to deepen autonomous learning,project-based learning,received a good teaching effect.Students’ interest in learning is generally high,and they show a positive attitude to various learning approaches,especially the initiative of autonomous learning has been improved,and the ability of autonomous learning has been enhanced.This paper sums up some experiences and lessons in practice for the reference.
作者
曹彦
韩世伟
CAO Yan;HAN Shiwei(School of Basic Medicine,Changchun University of Chinese Medicine,Jilin Province,Changchun 130117,China)
出处
《光明中医》
2022年第20期3804-3807,共4页
GUANGMING JOURNAL OF CHINESE MEDICINE
基金
吉林省教育科学“十三五”规划课题(No.GH19137)
长春中医药大学高等教育教学改革专项研究课题。
关键词
线上教学
混合式教学
网络平台
中医诊断学
自主学习
探究式学习
online teaching
mixed teaching mode
web platform
diagnostics of traditional Chinese medicine
independent study
projectbased learning
