"双思维"教学方式在生理科学实验课程中的应用探究
Exploring the Application of"Dual Thinking"Teaching Method in Physiology Laboratory Course
程宁涛 1邵喆婳 2罗震宇 3应颂敏4
作者信息
- 1. 浙江大学医学院公共卫生学院,浙江杭州 310058
- 2. 浙江大学医学院附属第二医院,浙江杭州 310009
- 3. 浙江大学药学院,浙江杭州 310058
- 4. 浙江大学"一带一路"国际医学院,浙江义乌 322000;浙江大学医学院附属第四医院,浙江义乌 322000
- 折叠
摘要
目的:本研究旨在探究"双思维"教学方式在本科生理科学实验教学中的应用效果,通过融合培养理论思维与实践思维的教学方式创新,为推动实验课程教学发展做出有益探索.方法:采用随机抽样方法,选取30名本科生作为试验组,以"双思维"教学方式进行授课.通过问卷调查,全面评估授课效果.结果:经过以"双思维"为核心的课程教学,学生的理论考试成绩并未显著提高;但从学生的主观反馈来看,该教学方式让他们对生命科学有了更深入的理解,提升了独立思考和实验操作能力,培养了良好的科研习惯,激发了科研热情.结论:"双思维"方式在生理科学实验课程教学中具有可行性和有效性.
Abstract
Objective:This study aims to explore the application effect of the"dual thinking"teaching method in undergraduate physiology laboratory teaching,and to make beneficial explorations for the development of experimental course teaching by integrating theoretical thinking and practical thinking.Methods:Thirty undergraduate students were randomly selected as the experimental group,and were taught using the"dual thinking"teaching method.The teaching effect was comprehensively evaluated through questionnaire surveys.Results:After the course teaching centered on"dual thinking",there was no significant improvement in students'theoretical exam scores.However,from the students'subjective feedback,this teaching method enabled them to gain a deeper understanding of life sciences,enhanced their independent thinking and experimental operation abilities,cultivated good research habits,and ignited enthusiasm for research.Conclusion:The"dual thinking"method is feasible and effective in the teaching of physiology laboratory courses.
关键词
双思维/教学方式/生理科学实验课程/理论思维/实践思维Key words
Dual thinking/Teaching method/Physiology laboratory course/Theoretical thinking/Practical thinking引用本文复制引用
出版年
2024
NETL
NSTL
万方数据