CAJ | 학술논문

在民族医学教学中应用任务驱动及团队合作学习,教师按照药物作用的关联度与每章节知识包含的药物数量,将授课内容进行归类.每7～9名学生组成一个学习小组,以团队形式进行课前预习,在课堂上围绕不同的“任务”——辨识药物、临床病例等进行讨论,小组代表向全班学生阐述本组观点.学习小组间针对不同意见进行辩论,教师进行详细记录及点评.课后,教师通过问卷了解学生对整个教学过程的反馈,应用任务驱动及团队合作学习的效果获得学生肯定.今后,将从增加课堂点评总结、提高学生课前预习效率、增多学习小组陈述与辩论时间、教师扩大自我知识容量与提升教学技能等方面加以改进.
재민족의학교학중응용임무구동급단대합작학습,교사안조약물작용적관련도여매장절지식포함적약물수량,장수과내용진행귀류.매7～9명학생조성일개학습소조,이단대형식진행과전예습,재과당상위요불동적“임무”——변식약물、림상병례등진행토론,소조대표향전반학생천술본조관점.학습소조간침대불동의견진행변론,교사진행상세기록급점평.과후,교사통과문권료해학생대정개교학과정적반궤,응용임무구동급단대합작학습적효과획득학생긍정.금후,장종증가과당점평총결、제고학생과전예습효솔、증다학습소조진술여변론시간、교사확대자아지식용량여제승교학기능등방면가이개진.
Teachers applied task-based learning and Team-based learning methods in the course of ethnic medicine.Teaching contents were classified according to relations of different herbs and quantity of herbs in each chapter.7-9 students formed a learning group which was also called team.Learning groups prepared lessons before class,debated on different tasks such as herb identification and treatment prescription of clinical cases in class,and drew a conclusion after debates.Learning groups expounded their viewpoints and debated with other learning groups about different views.Teachers recorded and commented on viewpoints from each learning group.After class,through a questionnaire,teachers understood the students' feedback to the whole teaching process,and the effect of application of task driven and cooperative team learning got students' recognition.In the future,we will make some improvement by increasing the classroom comment,improving the preparation before class,increasing the efficiency of learning group presentation and debate time,enriching teachers' academic knowledge and improving their teaching skills.