摘要
建构主义是认知心理学的一个分支,其强调学习是一个主动的过程,是学习者在已有知识和经验的基础上对知识的主动构建,教师则是教学的组织者、指导者和帮助者。临床本科见习阶段学生的特点和学习目标要求与建构主义学习理论有较强的契合点。文章介绍了在建构主义学习理论指导下,教师于临床本科见习教学中,分别采用的临床病例讨论、小组总结会和读书报告会等教学形式的具体实践方法、意义和注意事项。这些临床见习教学形式实践了建构主义学习理论,调动了学生学习积极性和主动性,激发了学生内在潜能,促进了医学生临床知识、临床思维的形成,提高了知识整合与知识转化的效率,最终提高了临床教学质量。
Constructivism is a branch in psychology stressing that knowledge is assimilated based on the learner’s experiences while instructors create, supervise and maintain the learning environment. Constructivism learning theory applies as accordances exist in the theory with characteristics and learning objectives of undergraduate students who are learning in clinical practice. Following the principles of instructional theory of constructivism, the paper introduces clinical cases discussion, team study review and clinical study presentation as instructing methods implemented by instructors of undergraduate clinical practice. The specifc instructions, meanings and precautions of these methods are illustrated. Those new education practices put constructivism theory into practice and the methods motivated students’ academical engagement, improved their initiative, fostered the construction of clinical knowledge and clinical logics, improved knowledge integration and assimilation efficiency and fnally improved the quality of clinical education.
作者
何小芹
效小莉
周凌
王蕾
顾锋
杨姝雅
HE Xiaoqin;XIAO Xiaoli;ZHOU Ling;WANG Lei;GU Feng;YANG Shuya(The Ofce of Scientifc Research and Education Management,Aerospace Center Hospital /Aerospace Clinical Medical College of Peking University,Beijing 100049,China)
出处
《中国继续医学教育》
2018年第30期58-61,共4页
China Continuing Medical Education
关键词
建构主义学习理论
临床见习教学
临床思维
临床病例讨论
小组总结会
读书报告会
constructivism
clinical practice teaching
clinical logics
clinical cases discussion
team study review
clinical study presentationion
