PBL教学法结合形成性评价在临床生化中的应用

Application of PBL Teaching Mode Combined With Formative Assessment in Clinical Biochemistry

现代临床医学的发展要求传统的医学检验向检验医学方向发展,这就对检验专业的学生提出了更高的要求。传统的教学方法已不能适应新时代的要求。PBL教学法以形成性评价未指导思想开展教学活动,将被评价者主观需求设为始发点,实现对学生学习过程及时有效的评价,以促进检验医学岗位业务技能水平为目标,遵照学科内资的发展规律,建设培养与发展学科能力为核心、彰显高等教育专业特色的基础理论知识与技术的教学体系,推动学生能力全面发展进程,关注学生在学习活动中的心得体会,树立学生在教学过程中的主体地位,协助其持有学习的主动权,引导学生通过自我发现去挖掘学习潜力,全面激发全体大学生学习的积极性和主动性。

The development of modern clinical medicine requires that traditional medical laboratory develop towards laboratory medicine, which puts forward higher requirements for students majoring in laboratory medicine. Traditional teaching methods cannot meet the requirements of the new era. PBL teaching method takes the formative evaluation as the starting point, and sets the subjective needs of the evaluators as the starting point, realizes the timely and effective evaluation of the students'learning process, aiming at promoting the level of professional skills in laboratory medicine posts, conforms to the law of development of discipline internal capital, and constructs the basic theoretical knowledge with ability as the core and matching with the professional level of higher education. The teaching system of technology promotes the all-round development of students' abilities, pays attention to students' experience in learning activities, establishes students' principal position in the teaching process, assists them to hold the initiative of learning, guides students to tap their learning potential through self-discovery, and fully stimulates the enthusiasm and initiative of all college students.