摘要
营养学基础是营养与食品卫生学课程的重要章节,是学习后续章节的理论基础,具有知识点零散、应用性强的特点。学习进阶是学生在学习某一知识的过程中遵循思维路径逐渐复杂化的规律,一般按照经验、映射、关联、系统和整合五个发展层级进行教学设计。按照经验、映射、关联和系统的部分教学设计完成教学实践后,没有人觉得自己学得很好,34.29%的学生认为学得较好。通过对系统这一发展层级强化后,10.81%的学生认为学得很好,75.68%的学生认为学得较好。可见,基于学习进阶理论的营养学基础教学实践是可行的。
The chapter of fundamental nutrition is the theoretical basis for subsequent chapters in the course of nutrition and food hygiene, and this chapter features scattered knowledge points and strong applicability. Learning progression are descriptions of the successively more sophisticated ways of thinking about a topic that can follow one another as students learn about and investigate a topic over a broad span of time, and the teaching design is based on the progressions of experience, mapping, association, system, and integration. After completing the progressions of experience, mapping, association, and system, a survey was conducted on self-evaluation and only 34.29% of the students chose “Good”, and nobody chose “Very good”. After strengthening the progression of “system”, the results of self-evaluation showed that 10.81% of the students chose “Very good”, and 75.68% chose “Good”. It is feasible to apply the theory of learning progressions to the teaching of fundamental nutrition.
作者
张夏男
吴申申
张洪伟
陈瑞
ZHANG Xianan;WU Shenshen;ZHANG Hongwei;CHEN Rui(Department of Preventive Medicine,Yanjing Medical College,Capital Medical University,Beijing101300,China)
出处
《基础医学教育》
2023年第1期36-38,共3页
Basic Medical Education
基金
首都医科大学科研培育基金资助项目(社科类)(PYS2007)
首都医科大学教育教学改革课题(2022JYZ005)。
关键词
营养与食品卫生学
学习进阶理论
教学实践
nutrition and food hygiene
theory of learning progressions
teaching practice
