组织学与胚胎学PBL教学对学生创新能力的培养

TEACHING BRINGS FORTH CULTIVATION OF INNOVATION ABILITY IN THE PBL PLATFORM OF HISTOLOGY AND EMBRYOLOGY

中国医科大学组织学与胚胎学教研室承担了CMB03-#793项目,连续五年在临床医学七年制日文班实施了PBL(problem based learning)的教学模式,根据其教学特点确立了组织学与胚胎学(组胚)PBL教程,编写了"组织学与胚胎学PBL病例集"并制作了多媒体课件。学生在PBL中受到启发,激发了主动学习积级性,也制作了多媒体课件。同学课下查阅文献,准备资料。讨论病例分组进行,同学主持。大家踊跃发言,举证说明,用学得的知识,联系组胚理论去解释生命现象并和疾病相联系。我们对实施过PBL教学的几个年级的学生257人进行了追踪问卷调查,结果看出得到明显提高的依次是学生的主动学习的能力,独立查阅资料的能力、拓宽知识面、对相关领域感兴趣、分析解决问题的能力及对知识的理解能力。提高的相关指标就是创新思维的基础和前提。学生拓宽了知识面、开阔了视野,自然就会产生兴趣迸发出学习的生机去主动思维,也就有了分析解决问题的能力。由此产生不同以往的看法和想法,有了新的认识、新的观点和新的所为,丰富的想像力就会迸发出创造力,这些就是创新的萌芽。这是PBL教学带给学生的新的理念。刷新理念将会产生更多的创新。

In Department of histology and embryology of College of Basic Medical Sciences China Medical university, we undertake the CMB 03 - # 793 project. We have impleted PBL model in clinical medicine Japanese classes （graduate students） for 4 years. We analysis the characteristic of hist-embryology, then we draw up the hist-embryology course, Teachers draw up ＂hist-embryology PBL medical case＂ and make multimedia courseware. After we do PBL once or twice, the students are illumined and most of them make multimedia courseware themselves. The students searched the library for references, do preparation, then in classes they use something like powerpoint give examples to discuss freely. They explain the vital phenomena with knowledge of histology and embryology. We do the research in all the 4 grades, 8 classes, 257 persons. Look at the result of our research, the most chosen index is just the foundation and premise of new thoughts. Especially, active learning, collect information by oneself, broaden one＇s outlook, learning interest, problem-solving capability get good results. New thought, different views, new knowledge, a fertile imagination bring borth the innovation ability. PBL let the students enter the library, read lots of books, go on the line-find out the answers by themselves. PBL give the students new ideas.