对分课堂在中医诊断学课程中的应用研究

Research on the Application of Presentation-Assimilation-Discussion Class in Diagnostics of Traditional Chinese Medicine

对分课堂教学是针对目前大学课堂中存在的问题而创新的一种教学方法。本文将对分课堂的教学理念采用渐进式的方式逐渐引入到中医诊断学课程教学过程中,从学生对纯理论知识的得分、对理解问题的得分和课程结束后问卷调查统计结果3个方面来比较在教学实践过程中取得的应用效果。结果表明,将对分课堂教学方法采用渐进式的方式逐渐引入课堂,学生能够更自然地接受这种教学方式变化,提高了学生在教学中的主体地位,能积极主动的学习和消化知识,提高了学生的学习成绩,提升了教师的教学质量。

The presentation-assimilation-discussion(PAD)was an innovative teaching method aimed at the problems existing in the current university classroom.This paper researched the application of presentation-assimilation-discussion class in diagnostics of traditional Chinese medicine by gradual model.This paper compares the application effect in teaching practice from three aspects:students’score of pure theoretical knowledge,students’score of understanding questions and statistical results of questionnaire survey after the course.The results show that students can accept the change of teaching method more naturally by gradual method into presentation-assimilation-discussion class.It improved the dominant position of the college students in teaching and become active in learning and digesting knowledge.This model improves the students’academic performance and the teachers’teaching quality.