摘要
课程改革是医学教育改革的焦点,但并非所有的课程改革都能达到预期的效果,成败往往与工作记忆的容量限制有关。认知负荷理论的提出为课程整合提供了新的思路与方法,有效地促进了知识的整合,拟真教学及案例教学的效果进一步证实了认知负荷理论在课程整合中的价值,也为基于问题的学习提供了新的理论解释。
Curriculum reform is the focus of medical education reform, but not all of curriculum reforms can achieve the desired results, and success or failure often is associated with working memory capacity limits. Cognitive load theory provides new ideas and methods for the cur- riculurn integration, promoting the integration of knowledge effectively. The effect of simulation-basod learning and case-based learning confmns the effectiveness of cognitive load theory in curriculum integration. The theory also provides a new theoretic~ interpretation for problem-based learning.
出处
《中国高等医学教育》
2013年第4期11-12,31,共3页
China Higher Medical Education
基金
中华医学会医学教育分会2010年医学教育研究课题项目(编号:2010-21-03)
上海交通大学医学院2010年度医学教育研究项目(编号:ZD100702)
关键词
课程改革
课程整合
拟真教学
案例教学
基于问题的学习
curriculum reform
curriculum integration
simulation based learning
case-basext learning, problem-based learning
