在实验中医学考核方式中引入探究式学习的实践及其效果分析

Inquiry-based learning introduced to assessment method for course of Chinese experimental medicine: an analysis on practice and results

为提升实验中医学学习成果的探究性和个性化,课程组对课程的考核模式进行了改革,在原来单一的闭卷考核中引入探究性学习的考核方式(占总分的25%)。由教师根据课程的教学内容和培养目标要求学生提出一个假说并设计实验进行验证,学生根据自己兴趣,开展探究性的学习,并形成学习报告用于成绩评定。分析发现,探究性学习的成绩与闭卷考核成绩具有显著的正相关性;在探究性学习中,学生重点关注的是失眠、抑郁等精神神经相关疾病,更倾向于开展中药复方作用于相关疾病动物的药效药理实验。通过探究性学习,学生的探究能力、知识点融会贯通等能力得到了提高,培养并开拓了研究的思维,同时也暴露出一些问题,有待后续进一步完善和优化。

The assessment mode is reformed for improving the inquiry and individuation in the learning of the course of Chinese experimental medicine.The inquiry-based learning was introduced in original closed-book examination(accounted for 25%of the total score).According to teaching content and training goal of this course,teachers asked students to come up with a hypothesis and designed an experiment to verify the hypothesis.The students carried out inquiry-based learning with their own interests,and then completed learning reports for result assessment.The analysis results showed that the results of inquiry-based learning were positively correlated to results of closed-book examination significantly.In the inquiry-based learning,mental and nerve diseases,such as insomnia and depression,were the critical focus area,and the animal experiments about pharmacological effects of Chinese herbal compounds were preferred.In brief,the students’ability of inquiry and integrating knowledge points are effectively improved by inquiry-based learning,and research thinking is cultivated and broadened.Meanwhile,some problems are exposed and needed to be further perfected and optimized.