延伸斯金纳程序教学理论在病理生理学教学中的应用

Application of Extended Skinner Procedural Teaching Theory in Pathophysiology Teaching

斯金纳在程序性条件作用学说和强化理论基础之上创建了程序性教学法,该教学法是一种基于个性化学习的方法,有其独特的教学理论和原则。病理生理学是一门侧重于从代谢和功能变化角度研究疾病的病因、发病机制和转归的医学基础学科,其授课知识点之间逻辑性较强,不易理解。文章以病理生理学教学重点章节酸碱平衡紊乱为例,围绕学习目标要求,运用程序性教学法的理论和教学原则,设计酸碱平衡紊乱章节的程序性教学法的具体实施步骤,体现了程序性教学法的逻辑关联性强、自主性和层层递进式的学习特征,促进了学生对知识结构的梳理及对课程知识难点和重点的扎实掌握,探索了程序性教学法在病理生理学教学中应用的科学性和可操作性,为提高病理生理学教学效果提供可供参考的教学方法。

Skinner founded the procedural teaching method on the basis of the procedural conditional function theory and the reinforcement theory.This teaching method is a method based on personalized learning and has its unique teaching theory and principles.Pathophysiology is a basic medical discipline that focuses on studying the etiology,pathogenesis and prognosis of diseases from the perspective of metabolic and functional changes.Its teaching knowledge points are logical and difficult to understand.Taking the acid-base balance disorder as an example,the key chapter of pathophysiology teaching,around the requirements of learning objectives,using the theory and teaching principles of the procedural teaching method,this paper designs the specific implementation steps of the procedural teaching method in the acid-base disorder chapter,which reflects the strong logical relevance,autonomy and progressive learning characteristics of the procedural teaching method,It promoted the students'sorting out of knowledge structure and a solid grasp of the difficulties and key points of course knowledge,explored the scientificity and operability of the application of procedural teaching method in pathophysiology teaching,and provided reference teaching methods for improving the teaching effect of pathophysiology.