公共营养学课程涉及面广,且实践性非常强,所以单纯以传统的讲授式教学法(Lecture-Based Leaning, LBL)很难达到人才培养目标。在公共营养学课程教学中将以问题为中心的教学法(Problem-Based Learning, PBL)、以病例为基础的教学法(Case-...公共营养学课程涉及面广,且实践性非常强,所以单纯以传统的讲授式教学法(Lecture-Based Leaning, LBL)很难达到人才培养目标。在公共营养学课程教学中将以问题为中心的教学法(Problem-Based Learning, PBL)、以病例为基础的教学法(Case-Based Learning, CBL)、基于任务驱动的教学法(Task-Based Leaning, TBL)和以研究为基础的教学法(Research-Based learning, RBL)进行整合,取长补短,可以最大限度地发挥学生的主观能动性,并提升学生发现、分析、解决问题、理论联系实践、与人沟通的能力,也可培养学生的科学素养和科普志愿服务意识,并增强学生的团队意识。Public Nutrition courses encompass a diverse array of topics and emphasize practical application, making it challenging to effectively cultivate talent solely through traditional Lecture-Based Learning (LBL) methods. In Public Nutrition course teaching, Problem-Based Learning (PBL), Case-Based Learning (CBL), Task-Based Leaning (TBL) and Research-Based learning (RBL) will be adopted. The integration of PBL, CBL, TBL and RBL can maximize students’ subjective initiative and improve students’ ability to discover, analyze, solve problems, connect theory with practice, and communicate with others. It can also cultivate students’ scientific literacy and consciousness of volunteer service for science popularization, and enhance students’ sense of teamwork.展开更多
文摘公共营养学课程涉及面广,且实践性非常强,所以单纯以传统的讲授式教学法(Lecture-Based Leaning, LBL)很难达到人才培养目标。在公共营养学课程教学中将以问题为中心的教学法(Problem-Based Learning, PBL)、以病例为基础的教学法(Case-Based Learning, CBL)、基于任务驱动的教学法(Task-Based Leaning, TBL)和以研究为基础的教学法(Research-Based learning, RBL)进行整合,取长补短,可以最大限度地发挥学生的主观能动性,并提升学生发现、分析、解决问题、理论联系实践、与人沟通的能力,也可培养学生的科学素养和科普志愿服务意识,并增强学生的团队意识。Public Nutrition courses encompass a diverse array of topics and emphasize practical application, making it challenging to effectively cultivate talent solely through traditional Lecture-Based Learning (LBL) methods. In Public Nutrition course teaching, Problem-Based Learning (PBL), Case-Based Learning (CBL), Task-Based Leaning (TBL) and Research-Based learning (RBL) will be adopted. The integration of PBL, CBL, TBL and RBL can maximize students’ subjective initiative and improve students’ ability to discover, analyze, solve problems, connect theory with practice, and communicate with others. It can also cultivate students’ scientific literacy and consciousness of volunteer service for science popularization, and enhance students’ sense of teamwork.
