共查询到20条相似文献，搜索用时 578 毫秒
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廖小华 《株洲师范高等专科学校学报》2007,12(5):110-111
通过调查分析学生学习《运动解剖学》和教师教学过程中存在的问题．提出了《运动解剖学》在教学目标、教学内容、教学方法与手段、实验课教学、考核方式等方面整改的建议和措施． 相似文献
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人体解剖学(human anatomy)是研究正常人体形态结构的科学,属于生物科学中的形态学范畴,是学习其它基础医学和临床医学课程的重要基础课,传统的解剖学教学方法已经不能够满足现代教学的需要,微课作为一种新的教学方法和教学手段是能够运用到人体解剖学教学中的。它能够在一定程度上弥补传统解剖学教学方法的不足,与传统解剖学教学方法相辅相成、取长补短,在提高教学质量的同时,也激发了学生学习解剖的兴趣和积极性。 相似文献
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朱云 《喀什师范学院学报》2009,30(6):81-83
运动解剖学实验教学是运动解剖学教学的重要组成部分,如何改进实验教学、提高教学效果、完善成绩评定一直以来都是实验教学工作者致力于探索的重要内容．传统的教学方法并不是过时的,现代化的教学手段也不是万能的,它们各有其优劣,我们应该用“扬弃”的观点将传统和现代的教学方法结合起来为实验教学服务． 相似文献
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庞瑞敏 《天津职业技术师范学院学报》2003,13(3):40-41,49
网络教学系统，提供了一个网络化的教学资源管理平台，以辅助传统教学模式。文章论述了传统教学方法在《计算机文化基础》课中存在的问题和网络教学的特点，构造了《计算机文化基础》课网络教学的整体框架和实现手段。 相似文献
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本文分析了《控制工程》教学中传统教学方法存在的不足,指出应用MATLAB是提高《控制工程》授课质量的一种有效方法,然后从控制系统建模、时域分析、根轨迹分析、系统设计、实验仿真五个方面论述了MATLAB在《控制工程》教学中的全面应用。实践证明,应用MATLAB进行《控制工程》辅助教学大大提高了教学效率,充分调动了学生的学习积极性。 相似文献
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网络辅助教学是利用计算机网络和电子资源进行网上辅助教学的一种新型教学模式。针对《冶金原理》精品课采用传统手段教学的现状,通过调查和研究探索出利用精品课网站进行辅助教学的模式,从根本上弥补传统教学方法的不足,提高学生学习能力和效果。 相似文献
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在《运动解剖学》课程教学过程中应用音乐调节法,学生的考试成绩、理解及分析综合能力有明显提高。音乐调节法方法简单,操作方便,效果明显,可在体育专业《运动解剖学》中推广应用。 相似文献
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多媒体教学与传统教学在解剖学教学中的比较研究 总被引：1，自引：0，他引：1
运用多媒体教学和传统教学对张家口教育学院2006级高等专科护理专业205名学生进行解剖学课程教学效果的比较研究发现,以多媒体为主的教学模式,可提高课堂教学的直观性,提高学生的学习兴趣,能取得比较理想的教学效果。因此,在解剖学教学中,教师应在吸收传统教学优势的基础上科学运用多媒体教学,以更好地提高解剖学课程的教学效果。 相似文献
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Elizabeth O. Johnson Antonia V. Charchanti Theodore G. Troupis 《Anatomical sciences education》2012,5(6):354-366
It has become increasingly apparent that no single method for teaching anatomy is able to provide supremacy over another. In an effort to consolidate and enhance learning, a modernized anatomy curriculum was devised by attempting to take advantage of and maximize the benefits from different teaching methods. Both the more traditional approaches to anatomy teaching, as well as modern, innovative educational programs were embraced in a multimodal system implemented over a decade. In this effort, traditional teaching with lectures and dissection was supplemented with models, imaging, computer‐assisted learning, problem‐based learning through clinical cases, surface anatomy, clinical correlation lectures, peer teaching and team‐based learning. Here, we review current thinking in medical education and present our transition from a passive, didactic, highly detailed anatomy course of the past, to a more interactive, as well as functionally and clinically relevant anatomy curriculum over the course of a decade. Anat Sci Educ. © 2012 American Association of Anatomists. 相似文献
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对蛙泳教学提出了一新的教学方法,并运用解剖学、生物力学等方面的知识对蛙泳中的蹬腿动作进行了剖析,对传统蛙泳教学中重点、难点的解决具有积极的促进作用,旨在为提高蛙泳教学水平提供一定参考。 相似文献
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倪仕钢 《淮南职业技术学院学报》2006,6(1):102-103,108
在医学科学飞速发展的今天,作为一名解剖学教师,在把握高职护理教育人才培养目标的基础上,针对现行解剖学教学中存在的问题,如何进一步做好解剖学教学工作,是值得深思与探讨的。切实提高高职护理专业解剖学教学水平,必须从编写适用教学大纲,改变传统授课方式,保证实践教学环节,结合多媒体教学手段,加强应用解剖学教育,切实提高教师素质等几方面工作着手。 相似文献
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Christopher R. Davis Anthony S. Bates Harold Ellis Alice M. Roberts 《Anatomical sciences education》2014,7(4):262-272
Anatomy teaching methods have evolved as the medical undergraduate curriculum has modernized. Traditional teaching methods of dissection, prosection, tutorials and lectures are now supplemented by anatomical models and e‐learning. Despite these changes, the preferences of medical students and anatomy faculty towards both traditional and contemporary teaching methods and tools are largely unknown. This study quantified medical student and anatomy faculty opinion on various aspects of anatomical teaching at the Department of Anatomy, University of Bristol, UK. A questionnaire was used to explore the perceived effectiveness of different anatomical teaching methods and tools among anatomy faculty (AF) and medical students in year one (Y1) and year two (Y2). A total of 370 preclinical medical students entered the study (76% response rate). Responses were quantified and intergroup comparisons were made. All students and AF were strongly in favor of access to cadaveric specimens and supported traditional methods of small‐group teaching with medically qualified demonstrators. Other teaching methods, including e‐learning, anatomical models and surgical videos, were considered useful educational tools. In several areas there was disharmony between the opinions of AF and medical students. This study emphasizes the importance of collecting student preferences to optimize teaching methods used in the undergraduate anatomy curriculum. Anat Sci Educ 7: 262–272. © 2013 American Association of Anatomists. 相似文献
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Sanjib Kumar Ghosh 《Anatomical sciences education》2017,10(3):286-299
Anatomical education has been undergoing reforms in line with the demands of medical profession. The aim of the present study is to assess the impact of a traditional method like cadaveric dissection in teaching/learning anatomy at present times when medical schools are inclining towards student‐centered, integrated, clinical application models. The article undertakes a review of literature and analyzes the observations made therein reflecting on the relevance of cadaveric dissection in anatomical education of 21st century. Despite the advent of modern technology and evolved teaching methods, dissection continues to remain a cornerstone of anatomy curriculum. Medical professionals of all levels believe that dissection enables learning anatomy with relevant clinical correlates. Moreover dissection helps to build discipline independent skills which are essential requirements of modern health care setup. It has been supplemented by other teaching/learning methods due to limited availability of cadavers in some countries. However, in the developing world due to good access to cadavers, dissection based teaching is central to anatomy education till date. Its utility is also reflected in the perception of students who are of the opinion that dissection provides them with a foundation critical to development of clinical skills. Researchers have even suggested that time has come to reinstate dissection as the core method of teaching gross anatomy to ensure safe medical practice. Nevertheless, as dissection alone cannot provide uniform learning experience hence needs to be complemented with other innovative learning methods in the future education model of anatomy. Anat Sci Educ 10: 286–299. © 2016 American Association of Anatomists. 相似文献
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Sabine Hildebrandt 《Anatomical sciences education》2010,3(4):202-212
Although traditional departments of anatomy are vanishing from medical school rosters, anatomical education still remains an important part of the professional training of physicians. It is of some interest to examine whether history can teach us anything about how to reform modern anatomy. Are there lessons to be learned from the history of anatomical teaching in the United States that can help in the formulation of contents and purposes of a new anatomy? This question is explored by a review of US anatomical teaching with special reference to Franklin Paine Mall and the University of Michigan Medical School. An historical perspective reveals that there is a tradition of US anatomical teaching and research that is characterized by a zeal for reform and innovation, scientific endeavor, and active, student‐driven learning. Further, there is a tradition of high standards in anatomical teaching through the teachers' engagement in scientific anatomy and of adaptability to new requirements. These traditional strengths can inform the innovation of modern anatomy in terms of its two duties—its duty to anatomy as a science and its duty toward anatomical education. Anat Sci Educ 3:202–212, 2010 © 2010 American Association of Anatomists. 相似文献
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The use of cadavers to teach anatomy is well established, but limitations with this approach have led to the introduction of alternative teaching methods. One such method is the use of three-dimensional virtual reality computer models. An interactive, three-dimensional computer model of human forearm anterior compartment musculoskeletal anatomy was produced using the open source 3D imaging program "Blender." The aim was to evaluate the use of 3D virtual reality when compared with traditional anatomy teaching methods. Three groups were identified from the University of Manchester second year Human Anatomy Research Skills Module class: a "control" group (no prior knowledge of forearm anatomy), a "traditional methods" group (taught using dissection and textbooks), and a "model" group (taught solely using e-resource). The groups were assessed on anatomy of the forearm by a ten question practical examination. ANOVA analysis showed the model group mean test score to be significantly higher than the control group (mean 7.25 vs. 1.46, P < 0.001) and not significantly different to the traditional methods group (mean 6.87, P > 0.5). Feedback from all users of the e-resource was positive. Virtual reality anatomy learning can be used to compliment traditional teaching methods effectively. 相似文献