CAJ | 학술논문

在当前教学改革形势下,教学的有效性作为教学的评估标准而备受重视.以学生为中心的教学模式中,学生的积极参与取决于教师的角色认知与定位,教师应当发挥主导作用,但是必须赋予新理念.探索有效教学中教师角色特点、认知及转变并实施策略,具有十分重要的意义.本文初步探讨了有效教学中高等医学院校教师的角色现状、多元化角色认知及教学评估体系中的评估角色定位,并对教学的实施策略进行分析,为有效教学理论在高等医学教学中的应用提供理论支持.
재당전교학개혁형세하,교학적유효성작위교학적평고표준이비수중시.이학생위중심적교학모식중,학생적적겁삼여취결우교사적각색인지여정위,교사응당발휘주도작용,단시필수부여신이념.탐색유효교학중교사각색특점、인지급전변병실시책략,구유십분중요적의의.본문초보탐토료유효교학중고등의학원교교사적각색현상、다원화각색인지급교학평고체계중적평고각색정위,병대교학적실시책략진행분석,위유효교학이론재고등의학교학중적응용제공이론지지.
In the current teaching situation,more and more attention has been paid to the teaching effectiveness as the teaching evaluation standard.Students' efficient participation in student-centered teaching patterns is depends on teachers' role cognition and orientation,and decided by the teacher's guiding function,moreover,it must be granted new ideas.Therefore,exploration of the teachers ' role cognition and implementation strategies in effective teaching appear very vital significance.This paper discussed the recurrent role status,diversified role cognition and evaluation role system in the medical university,and analyzed the implementation strategies of effective teaching in stomatological course.We hope it could provide theoretical support for the application of effective teaching in higher medical education.