中医教育
中醫教育
중의교육
Education of Chinese Medicine
2015年
6期
9-11
,共3页
马淑然%高思华%李晓君%张保春%蒋燕%王彤%刘晓燕%许筱颖%徐雅
馬淑然%高思華%李曉君%張保春%蔣燕%王彤%劉曉燕%許篠穎%徐雅
마숙연%고사화%리효군%장보춘%장연%왕동%류효연%허소영%서아
大规模在线开放课程%中医基础理论%教学改革
大規模在線開放課程%中醫基礎理論%教學改革
대규모재선개방과정%중의기출이론%교학개혁
MOOC%basic theory of TCM%teaching reform
目的大规模开放在线课程(MOOC)近年来对中医高等教育正在产生着广泛而深远的影响.为了实现中医基础理论教学的现代化,对中医基础理论MOOC制作进行实践与探索.方法组建和整合优质教学团队,梳理中医基础理论知识点,变章节为相应的"知识点模块,按照内在逻辑联系紧密、学习方式要求和教学目标相近的教学内容整合在一起.招募助教、学生志愿者、病人志愿者辅助教学与临床实践环节,同时,招聘MOOC拍摄团队和制作团队,对课程进行视频制作及平台管理.结果在诸团队合作基础上,系统录制开发了中医基础理论MOOC课程.结论通过制作实践总结出在制作的过程遇到的关键问题是知识点内容取舍难以把握,以及理论与实践联系、教学团队与拍摄制作团队沟通、考核方式合理性与有效性等问题.提出的建议是以学习者为中心设计知识点模块、线上考核与线下考核相结合、引进复合型人才加入制作团队、模拟诊疗、情景教学等建议.
目的大規模開放在線課程(MOOC)近年來對中醫高等教育正在產生著廣汎而深遠的影響.為瞭實現中醫基礎理論教學的現代化,對中醫基礎理論MOOC製作進行實踐與探索.方法組建和整閤優質教學糰隊,梳理中醫基礎理論知識點,變章節為相應的"知識點模塊,按照內在邏輯聯繫緊密、學習方式要求和教學目標相近的教學內容整閤在一起.招募助教、學生誌願者、病人誌願者輔助教學與臨床實踐環節,同時,招聘MOOC拍攝糰隊和製作糰隊,對課程進行視頻製作及平檯管理.結果在諸糰隊閤作基礎上,繫統錄製開髮瞭中醫基礎理論MOOC課程.結論通過製作實踐總結齣在製作的過程遇到的關鍵問題是知識點內容取捨難以把握,以及理論與實踐聯繫、教學糰隊與拍攝製作糰隊溝通、攷覈方式閤理性與有效性等問題.提齣的建議是以學習者為中心設計知識點模塊、線上攷覈與線下攷覈相結閤、引進複閤型人纔加入製作糰隊、模擬診療、情景教學等建議.
목적대규모개방재선과정(MOOC)근년래대중의고등교육정재산생착엄범이심원적영향.위료실현중의기출이론교학적현대화,대중의기출이론MOOC제작진행실천여탐색.방법조건화정합우질교학단대,소리중의기출이론지식점,변장절위상응적"지식점모괴,안조내재라집련계긴밀、학습방식요구화교학목표상근적교학내용정합재일기.초모조교、학생지원자、병인지원자보조교학여림상실천배절,동시,초빙MOOC박섭단대화제작단대,대과정진행시빈제작급평태관리.결과재제단대합작기출상,계통록제개발료중의기출이론MOOC과정.결론통과제작실천총결출재제작적과정우도적관건문제시지식점내용취사난이파악,이급이론여실천련계、교학단대여박섭제작단대구통、고핵방식합이성여유효성등문제.제출적건의시이학습자위중심설계지식점모괴、선상고핵여선하고핵상결합、인진복합형인재가입제작단대、모의진료、정경교학등건의.
Objective To practice and explore MOOC (Massive Open Online Course) for the course of basic theory of TCM, to make its teaching methods contemporary to a time when MOOC has cast a strong impact in the field of higher education in China. Methods A group of first-rate teachers was teamed up. They systematized the learning points and turned chapters of texts into learning modules. Teaching contents were reorganized based on logic and relevance, with similarity in learning tactics and teaching objectives taken into consideration. Teaching assistants, student volunteers and patients were recruited to assist teaching and clinical practice. Professionals were hired to record and edit materials, making videos for MOOC and offering technical support. Results With the cooperation among teams, MOOC for basic theory of TCM was made. Conclusion Difficulties prevailed in the selection of content, integration of theory and practice, communication between the teaching team and the filming team, and test designs. Suggestions include a student-centered module design, combination of online and offline evaluation, introduction of inter-disciplinary talents, simulating diagnosis and treatment and situational teaching approach.