论学习医学微生物学的思维障碍及教学对策-微生物学报.pdfVIP

微生物学通报 MAR 20, 2010, 37(3): 442445 Microbiology China © 2010 by Institute of Microbiology, CAS tongbao@ 高校教改纵横 论学习医学微生物学的思维障碍及教学对策 1* 2 1 1 1 黄小凤 韦传东 韦红玉 黄衍强 赵丽娟 (1. 右江民族医学院微生物学与免疫学教研室 广西 百色 533000) (2. 右江民族医学院医学检验学院 广西 百色 533000) 摘 要: 笔者通过练习、试卷分析以及调查发现, 造成学生学习医学微生物学课程效果不佳的主 要原因是主观认识错误、交叉学科之间知识的重复、概念不清、形象思维模糊、知识迁移能力不 强或负迁移等一些思维障碍的存在。本文结合该学科的特点对这些思维障碍进行了分析, 并针对 性地提出一些补救性和预防性教学对策。 关键词: 医学微生物学, 思维障碍, 教学对策 The Analysis of Thinking Barrier of Medical Microbiology Learning and Teaching Strategies HUANG Xiao-Feng1* WEI Chuan-Dong2 WEI Hong-Yu1 HUANG Yan-Qiang1 ZHAO Li-Juan1 (1. Department of Microbiology and Immunology, You Jiang Medical university for Nationalities, Baise, Guangxi 533000, China) (2. Academy of Laboratory Medical Science, You Jiang Medical university for Nationalities, Baise, Guangxi 533000, China) Abstract: We discovered some primary reasons for the poor learning efficiency of students in medical mi- crobiology study by the analysis and investigation of the tests and answer sheets. There are some thinking barriers, such as recognition errors, reiteration of interdisciplinary knowledge, unclear concepts, ambiguous imaginal thinking, poor ability in knowledge migration, and negative migration. We analyzed these barriers with the consideration of the characteristics of the course and provided some teaching strategies in the paper. Keywords: Medical mirobiology, Thinking barrier, Teaching strategies 学生普遍反映医