【摘要】：正目的:應(yīng)用TBL為中心的多元教學(xué)方法,以提高學(xué)生自主學(xué)習(xí)、團(tuán)隊協(xié)作能力,促進(jìn)高質(zhì)量、高素質(zhì)的創(chuàng)新型醫(yī)學(xué)人才的培養(yǎng)。方法:病理生理學(xué)理論性強(qiáng)、難教、難懂,學(xué)生學(xué)習(xí)起來比較吃力,這要求教師采用靈活的教學(xué)方法、科學(xué)先進(jìn)的教學(xué)手段激發(fā)學(xué)生對病理生理學(xué)的學(xué)習(xí)熱情;以2013級口腔和麻醉專業(yè)學(xué)生為研究對象,口腔專業(yè)采用常規(guī)多媒體教學(xué);麻醉專業(yè)采用TBL為主導(dǎo)有機(jī)結(jié)合多媒體教學(xué)、案例教學(xué)法的多元教學(xué)法,首先學(xué)生通過課前自學(xué)提出問題,在課堂上教師引用典型
[Abstract]:Objective: to improve students' independent learning and team cooperation ability and promote the cultivation of innovative medical talents with high quality and high quality by using TBL as the center of multiple teaching methods. Methods: the theory of pathophysiology is strong, difficult to teach and difficult to understand, which requires teachers to adopt flexible teaching methods and scientific and advanced teaching methods to stimulate students' enthusiasm for studying pathophysiology. Taking the 2013 grade students of stomatology and anesthesia as the research object, the stomatology major adopts the conventional multimedia teaching, the anesthesiology specialty adopts the multi-media teaching method which is the leading organic combination of the multimedia teaching, and the case teaching method is multivariate teaching method. First, the students ask questions by self-study before class, and the teachers quote the typical questions in the classroom.
【作者單位】： 瀘州醫(yī)學(xué)院病理生理學(xué)教研室;
【分類號】：R-4;G642.4

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