CAJ | 학술논문

根据临床医学概论的学科特点,结合英语专业(医学方向)的教学要求,引入框架式教学.采用课前学生自主预习章节重点,课上教师引导搭建框架,课后学生分组讨论、填充框架,最后回到课堂进行师生互动、解决学生在分组讨论中所遇问题的授课方式.此外,通过搭建三级框架,首先使学生纵向把握整体章节重点,进而掌握每个疾病从基础医学到临床医学的进展机制,最后横向建立各个知识点间的联系,使其融会贯通,从而激发其学习兴趣,增强其综合运用临床医学知识分析问题的能力.初步评价表明,框架式教学可以明显提高学生的考试成绩和课堂效率.
근거림상의학개론적학과특점,결합영어전업(의학방향)적교학요구,인입광가식교학.채용과전학생자주예습장절중점,과상교사인도탑건광가,과후학생분조토론、전충광가,최후회도과당진행사생호동、해결학생재분조토론중소우문제적수과방식.차외,통과탑건삼급광가,수선사학생종향파악정체장절중점,진이장악매개질병종기출의학도림상의학적진전궤제,최후횡향건립각개지식점간적련계,사기융회관통,종이격발기학습흥취,증강기종합운용림상의학지식분석문제적능력.초보평개표명,광가식교학가이명현제고학생적고시성적화과당효솔.
According to the characteristics of Introduction to Clinical Medicine and the teaching requirements for medical English major,scaffolding instruction was introduced.The teaching method was adopted in which the key points of the whole chapter was reviewed by the students before class,the frames was built by the teacher in class and filled by the students through group discussion after class,and finally the problems which came across by the students during group discussion after class was solved by the interaction between the teacher and students in the next class.Besides,building tertiary grade frames made the students first understand the key points of the whole chapter vertically and then command the progressive mechanism of every disease from basic medicine to clinical medicine and finally build the connections between the knowledge points horizontally,which inspired students' learning interest and improved their comprehensive ability to analyze the clinical case.The result proved that scaffolding instruction could improve the grades of final examination obviously and enhance the classroom efficiency.