卫生管理专业“以学生为中心”教学模式的实验研究
|
摘要
目的：针对目前卫生管理专业普遍采用的“以教师为中心”教学模式的弊端和不足，结合当前卫生事业发展对卫生管理专门人才的需要，探索培养适应卫生事业发展需求的、知识、能力、素质型卫生管理专门人才的卫生管理专业“以学生为中心”的教学模式。方法：利用文献分析法了解当前卫生管理专业教育中存在的问题以及卫生事业改革与发展对卫生管理人才的需求；应用实验研究验证根据现代教育教学思想、卫生管理专业培养目标等设计的卫生管理专业“以学生为中心”教学模式的优越性与合理性、不足或有待于改进的地方；应用SPSS建立数据库、录入、进行数据核对与逻辑检查，最后进行统计分析。结果：①卫生管理专业实施的“以学生为中心”的教学模式较之于传统的“以教师为中心”的教学模式，在不会偏废对书本知识学习的同时，更利于对学生管理素质和管理能力的培养；②多种教学方法的综合运用利于学生的全面发展，并且案例分析、课堂辩论、课堂演讲、自学+课堂提问、小组讨论等是既可被学生接受和适应，又适合本专业特点的教学方法；③自学—讨论—总结—探索四阶式的教学组织形式符合教育教学及学习与认知规律，利于学生自学、沟通交流、创新思维等能力的培养，但课堂自学时间的安排有没必要需进一步探讨；④打破教室的空间界限，让学生走出课堂，实地观察或见习，颇受学生欢迎，且有利于培养学生的观察能力和独立获取知识的能力，但如学生不能持正确的态度，则容易流于形式；⑤在“以学生为中心”教学模式的实施中，教师的角色和行为很重要。思考：①建立一个有利于“以学生为中心”教学模式实施的宏观支持系统，包括树立现代的教育观；树立新型的人才观；树立正确的学习观等。②建立一个有利于“以学生为中心”教学模式实施的微观支持系统，包括成立专门的组织；制订相关政策、制度和措施；建立发展性教学评价体系等。
[ Objectives ] There are many shortcomings in the present teaching model of 'teacher-oriented' ,which also exists widely in health management education. To train specialized health management talents that can fit the need of developing health sectors, a new teaching model named 'student-oriented' was explored to educate capability-focused health management specialized students.
[ Methods ] The author analyzed the related documents to acknowledge the questions existing in current health management education and social demands of such specialization first, then defined the advantage, reasonableness and deficiency of the new teaching model by experimental study. The new teaching model based on the modern educational theory and the goal of training health management students. At last the data was coordinated and analyzed with SPSS 10.0 software.
[Results] 1. The new teaching model is superior to the traditional model. It is in favor of developing the students' characters and capability of management while not abandoning the book learning at the same time. 2. The measures of using diversified methods such as case analysis, class argument, class address, question plus self-education and group discussions
promoted the omnifaceted development of students. These education methods were correspondent to the features of health management and proved effective. The students also accepted them. 3.Four-stage educational organization mode, self-education-argument-summarization-exploration, conforms to the regularity of education and study. Through which the students can develop the capabilities of self-education, communication and creative thinking. But the time of self-education should be studied further. 4. It is important to let students practice outside classes, which can arise the interest of learning and be helpful to enhance the ability of observation and knowledge acquisition. But the premise is that the students have correct attitude. 5. The character and behavior of the teachers are very important in carrying out this new model.
[suggestion] 1. A macroscopic support system for 'student-oriented ' teaching model should be built up. It includes establishing modern educational standpoint, new talent standpoint and correct study standpoint. 2. A microscopic support system should also be built up to ensure the operation of the new model. It includes setting up specialized organization; establishing related policy, institution and measures and establishing proper evaluation system.
[ Objectives ] There are many shortcomings in the present teaching model of 'teacher-oriented' ,which also exists widely in health management education. To train specialized health management talents that can fit the need of developing health sectors, a new teaching model named 'student-oriented' was explored to educate capability-focused health management specialized students.
[ Methods ] The author analyzed the related documents to acknowledge the questions existing in current health management education and social demands of such specialization first, then defined the advantage, reasonableness and deficiency of the new teaching model by experimental study. The new teaching model based on the modern educational theory and the goal of training health management students. At last the data was coordinated and analyzed with SPSS 10.0 software.
[Results] 1. The new teaching model is superior to the traditional model. It is in favor of developing the students' characters and capability of management while not abandoning the book learning at the same time. 2. The measures of using diversified methods such as case analysis, class argument, class address, question plus self-education and group discussions
promoted the omnifaceted development of students. These education methods were correspondent to the features of health management and proved effective. The students also accepted them. 3.Four-stage educational organization mode, self-education-argument-summarization-exploration, conforms to the regularity of education and study. Through which the students can develop the capabilities of self-education, communication and creative thinking. But the time of self-education should be studied further. 4. It is important to let students practice outside classes, which can arise the interest of learning and be helpful to enhance the ability of observation and knowledge acquisition. But the premise is that the students have correct attitude. 5. The character and behavior of the teachers are very important in carrying out this new model.
[suggestion] 1. A macroscopic support system for 'student-oriented ' teaching model should be built up. It includes establishing modern educational standpoint, new talent standpoint and correct study standpoint. 2. A microscopic support system should also be built up to ensure the operation of the new model. It includes setting up specialized organization; establishing related policy, institution and measures and establishing proper evaluation system.
引文
1．胡志 丁宏等．对卫生管理本科教育的调研分析与改革探讨 中国农村卫生事业管理1996，16(7)：4—7
2．周招治．关于卫生管理专业本科毕业生对教学意见的调查分析医学教育1993：(10)：11
3．赵继．教学改革和建设中若干问题的反思与前瞻中国高等教育2001；(18)：13
4．田新铭．知识、能力、素质教育中国高等教育2000；(3)：24
5．杨杰．关于如何培养高级应用型卫生管理人才的思考医学教育1998；(1)：14—15
6．《陶行知全集》第二卷 77页 四川教育出版社 1991
7．何克抗．建构主义——革新传统教学的理论基础 电化教育研究 1997：(3)(4)
8．袁德宁．关注宏观层面的教学质量 推进研究型教学方式 中国高等教育 2002：(6)：18
9．江丕权等．教学改革与思维能力培养的思考 清华大学教育研究2000；(3)
10．李莉．中国学生要补创造课 北京晚报 2001／7／3
11．曹朝．现代教学模式下目标教学中教学法选择依据的探析 中国高等教育1998；(4)：45—46
12．刘儒德．基于问题学习对教学改革的启示教育研究2002；(2)
13．刘道玉．关于大学创造教育模式的构建 新华文摘 2001：(3)：143—145
14．刘微．当代教师如何看待职业角色的转变 中国教育报 2000年10月3日
15．华国栋．如何做一名研究型教师 中国教育报 2002年10月3日
16．尚鹤睿．论素质教育的教学方法改革 医学教育2002；(3)：38—39
17．吴照云等．管理学．经济管理出版社 2000版
18．[美]比斯盖特·舒尔茨 顶尖管理能力 地震出版社 2002版
19．李建平．教师如何走进新课程 中国教育报2001／10／20
20．刘儒德 问题式学习：一条集中体现建构主义思想的教学改革思路 教育技术通讯2001：(5)
21．陈劲等．创新管理 清华大学出版社 2001：212—215
22．T·普罗克特．管理创新 中信出版社 1999：7—8
23．[美]约瑟夫M．普蒂海茵茨·韦里奇哈罗德·孔茨著．管理学精要 亚洲篇 机械工业出版社
24．陈华．教育的创新与考试评价体系的改革 医学教育 2001；(6)：17
25．黄国琼．课堂教学质量评价的研究现状与趋势．医学教育，2001；(5)：22—23
26．徐彦振．从管理人才的培养看卫生事业的发展中国农村卫生事业管理1996；16(7)：8
27．胡国强 曾凡英．培养学生口头表达能力的探索 中国高等医学教育19991(1)：39—40
28．林萍华．培养创新人才的认识与实践 中国高等教育 2001：(6)：17
2．周招治．关于卫生管理专业本科毕业生对教学意见的调查分析医学教育1993：(10)：11
3．赵继．教学改革和建设中若干问题的反思与前瞻中国高等教育2001；(18)：13
4．田新铭．知识、能力、素质教育中国高等教育2000；(3)：24
5．杨杰．关于如何培养高级应用型卫生管理人才的思考医学教育1998；(1)：14—15
6．《陶行知全集》第二卷 77页 四川教育出版社 1991
7．何克抗．建构主义——革新传统教学的理论基础 电化教育研究 1997：(3)(4)
8．袁德宁．关注宏观层面的教学质量 推进研究型教学方式 中国高等教育 2002：(6)：18
9．江丕权等．教学改革与思维能力培养的思考 清华大学教育研究2000；(3)
10．李莉．中国学生要补创造课 北京晚报 2001／7／3
11．曹朝．现代教学模式下目标教学中教学法选择依据的探析 中国高等教育1998；(4)：45—46
12．刘儒德．基于问题学习对教学改革的启示教育研究2002；(2)
13．刘道玉．关于大学创造教育模式的构建 新华文摘 2001：(3)：143—145
14．刘微．当代教师如何看待职业角色的转变 中国教育报 2000年10月3日
15．华国栋．如何做一名研究型教师 中国教育报 2002年10月3日
16．尚鹤睿．论素质教育的教学方法改革 医学教育2002；(3)：38—39
17．吴照云等．管理学．经济管理出版社 2000版
18．[美]比斯盖特·舒尔茨 顶尖管理能力 地震出版社 2002版
19．李建平．教师如何走进新课程 中国教育报2001／10／20
20．刘儒德 问题式学习：一条集中体现建构主义思想的教学改革思路 教育技术通讯2001：(5)
21．陈劲等．创新管理 清华大学出版社 2001：212—215
22．T·普罗克特．管理创新 中信出版社 1999：7—8
23．[美]约瑟夫M．普蒂海茵茨·韦里奇哈罗德·孔茨著．管理学精要 亚洲篇 机械工业出版社
24．陈华．教育的创新与考试评价体系的改革 医学教育 2001；(6)：17
25．黄国琼．课堂教学质量评价的研究现状与趋势．医学教育，2001；(5)：22—23
26．徐彦振．从管理人才的培养看卫生事业的发展中国农村卫生事业管理1996；16(7)：8
27．胡国强 曾凡英．培养学生口头表达能力的探索 中国高等医学教育19991(1)：39—40
28．林萍华．培养创新人才的认识与实践 中国高等教育 2001：(6)：17
© 2004-2018 中国地质图书馆版权所有 京ICP备05064691号 京公网安备11010802017129号 地址：北京市海淀区学院路29号 邮编：100083 电话：办公室：(+86 10)66554848；文献借阅、咨询服务、科技查新：66554700 |