基于OBE理念的方剂学课程混合式教学模式探索与实践

高长玉; 袁福; 陈宝忠; 付强; 赵雪莹; 毕珺辉; 孟拓

doi:10.16766/j.cnki.issn.1674-4152.004464

基于OBE理念的方剂学课程混合式教学模式探索与实践

doi: 10.16766/j.cnki.issn.1674-4152.004464

1.
黑龙江中医药大学基础医学院, 黑龙江哈尔滨 150040
2.
黑龙江中医药大学公共外语教研部

基金项目:

黑龙江省教育科学规划重点课题 GJB1423482

黑龙江省教育科学规划重点课题 GJB1423483

黑龙江省高等教育教学改革研究一般项目 SJGY20200680

详细信息

通讯作者:
陈宝忠，E-mail：chen3640@126.com

中图分类号: R192 R289
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出版历程
- 收稿日期: 2025-01-22

Exploration and Practice of Blended Teaching Model for the Formulaology Based on OBE Concept

1.
Institute of Basic Medicine, Heilongjiang University of Chinese Medicine, Harbin, Heilongjiang 150040, China

摘要

摘要: 目的在方剂学课程教学中开展基于小规模限制性在线课程(SPOC)的线上线下混合式教学，探索总结该教学模式的特色与优势，为方剂学教学改革提供借鉴。方法基于成果导向教育(OBE)理念，建设符合方剂学课程教学目标的SPOC，重构并创新线上线下混合式教学模式，并在方剂学课程中进行探索与实践。结果基于SPOC的线上线下混合式教学模式，整个教学过程围绕学生的需求和兴趣来设计，以提高学生的自主学习能力和实践运用能力为目标，真正突出了学生的主体地位，做到了以学生为中心。整个授课过程形成了课前-课中-课后的完整教学评价体系；通过多元综合测评方法对学生学习过程进行全方位考核，再配以对教学效果进行评价的问卷调查，形成了完整的教与学的评价闭环。为教师和学生了解这一阶段教与学的状况，促进今后教与学的改进和提升提供依据。整个教学过程将OBE理念三要素：以学生为中心、以学生成果为导向、以持续改进为重点融入其中。结论基于OBE理念的方剂学课程运用SPOC线上线下混合式教学模式，依据方剂学课程目标对教学过程进行科学设计，该教学模式和谐高效融洽的师生互动激发了学生学习方剂学的积极性和主动性，内容丰富、针对性强的课程资源充分满足了学生自主学习和深度学习的需求，多元的教学评价体系改变了学生应试学习和应付式学习的观念，充分体现了“以学生为中心”的教学理念，值得进一步推广应用。
- 成果导向教育 /
- 方剂学 /
- 小规模限制性在线课程 /
- 线上线下混合式教学 /
- 探索与实践
Abstract: Objective To implement a small private online course (SPOC)-based online-offline blended teaching model in the Formulaology course, explore and summarize the features and advantages of this teaching model, and provide insights for the reform of Formulaology pedagogy. Methods Guided by the concept of outcome-based education (OBE), a SPOC aligned with the teaching objectives of the Formulaology course was developed. The online-offline blended teaching model was restructured and innovated, then implemented and practiced in the Formulaology course. Results The SPOC-based blended teaching model centered on students ' needs and interests, aiming to enhance their autonomous learning and practical application abilities, thereby truly prioritizing student-centered education. A comprehensive before-class, in-class, and after-class teaching evaluation system was established throughout the course. A multi-dimensional assessment approach evaluated the entire learning process, complemented by questionnaires assessing teaching effectiveness, forming a closed-loop evaluation system for both teaching and learning. This provided a foundation for teachers and students to understand current teaching and learning dynamics and to drive future improvements. The components of the OBE concept, student-centered, outcome-oriented focus, and continuous improvement, were integrated into the entire teaching process. Conclusion The SPOC-based blended teaching model for the Formulaology course, grounded in the OBE concept, scientifically designs the teaching process to align with course objectives. This model fosters harmonious, efficient, and engaging teacher-student interactions, stimulating students ' enthusiasm and initiative in learning Formulaology. Rich and targeted course resources fully meet students ' needs for autonomous and in-depth learning. The multi-dimensional evaluation system shifts students ' mindset from exam-oriented or perfunctory learning, fully embodying the "student-centered" philosophy. This model warrants further promotion and application.
- Outcome based education /
- Chinese formulae /
- Small private online course /
- Online and offline mixed teaching mode /
- Exploration and practice
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参考文献(15)

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