药理学是连接药学与基础医学、临床医学的桥梁学科,是医药类高等职业院校各专业的一门重要专业基础课程,也是国家执业药师资格考试的必备内容。该文在 OBE 理念的指导下,基于药理学教学中存在的问题进行教学模式改革,以药学专业药理学...药理学是连接药学与基础医学、临床医学的桥梁学科,是医药类高等职业院校各专业的一门重要专业基础课程,也是国家执业药师资格考试的必备内容。该文在 OBE 理念的指导下,基于药理学教学中存在的问题进行教学模式改革,以药学专业药理学“解热镇痛抗炎药”教学单元为例,在教学中实施 BOPPPS 和对分课堂混合教学模式,在建构有效教学结构的基础上,引导学生进行参与式学习,提高学生学习效果,并对实施效果进行总结和反馈。展开更多
本文深入剖析了“对分课堂”教学模式,并在高等职业教育领域成功实践了“136”教学模式。该模式以学生为中心,倡导主动性、合作性和探究性,通过创新的教学组织形式,有效激发了学生的学习动力和创造潜力。文章细致阐释了“136”模式的框...本文深入剖析了“对分课堂”教学模式,并在高等职业教育领域成功实践了“136”教学模式。该模式以学生为中心,倡导主动性、合作性和探究性,通过创新的教学组织形式,有效激发了学生的学习动力和创造潜力。文章细致阐释了“136”模式的框架结构,包括其核心理念、三个关键教学阶段和六个基本步骤,这些设计旨在促进学生的深度学习和全面发展。研究结果显示,“136”模式显著提升了学生的课堂参与度和学业成绩。通过与传统教学模式的对比分析,新模式下学生的答题正确率和知识接收率均有大幅提升,这一变化客观地反映了教学效果的显著改进。This paper deeply analyzes the teaching mode of “divided classroom” and successfully practices the “136” teaching mode in the field of higher vocational education. This model is student-centered, advocates initiative, cooperation and inquiry, and effectively stimulates students’ learning motivation and creative potential through innovative teaching organization forms. The article carefully explains the framework structure of the “136” mode, including its core ideas, three key teaching stages and six basic steps, which are designed to promote students’ deep learning and all-round development. The results show that the “136” mode significantly improves students’ classroom engagement and academic performance. Through the comparative analysis with the traditional teaching mode, the correct answer rate and knowledge reception rate of students in the new mode have been greatly improved, which objectively reflects the significant improvement of the teaching effect.展开更多
文摘药理学是连接药学与基础医学、临床医学的桥梁学科,是医药类高等职业院校各专业的一门重要专业基础课程,也是国家执业药师资格考试的必备内容。该文在 OBE 理念的指导下,基于药理学教学中存在的问题进行教学模式改革,以药学专业药理学“解热镇痛抗炎药”教学单元为例,在教学中实施 BOPPPS 和对分课堂混合教学模式,在建构有效教学结构的基础上,引导学生进行参与式学习,提高学生学习效果,并对实施效果进行总结和反馈。
文摘本文深入剖析了“对分课堂”教学模式,并在高等职业教育领域成功实践了“136”教学模式。该模式以学生为中心,倡导主动性、合作性和探究性,通过创新的教学组织形式,有效激发了学生的学习动力和创造潜力。文章细致阐释了“136”模式的框架结构,包括其核心理念、三个关键教学阶段和六个基本步骤,这些设计旨在促进学生的深度学习和全面发展。研究结果显示,“136”模式显著提升了学生的课堂参与度和学业成绩。通过与传统教学模式的对比分析,新模式下学生的答题正确率和知识接收率均有大幅提升,这一变化客观地反映了教学效果的显著改进。This paper deeply analyzes the teaching mode of “divided classroom” and successfully practices the “136” teaching mode in the field of higher vocational education. This model is student-centered, advocates initiative, cooperation and inquiry, and effectively stimulates students’ learning motivation and creative potential through innovative teaching organization forms. The article carefully explains the framework structure of the “136” mode, including its core ideas, three key teaching stages and six basic steps, which are designed to promote students’ deep learning and all-round development. The results show that the “136” mode significantly improves students’ classroom engagement and academic performance. Through the comparative analysis with the traditional teaching mode, the correct answer rate and knowledge reception rate of students in the new mode have been greatly improved, which objectively reflects the significant improvement of the teaching effect.
