联系我们

论文查询结果	返回搜索

论文编号：	8099
作者编号：	2220130106
上传时间：	2015/12/22 11:08:49
中文题目：	我国医学院校通识教育课程模式构建研究
英文题目：	Curriculum ModelConstruction of General Education in Chinese Medical Schools
指导老师：	张玉利
中文关键字：	关键词：通识教育；医学院校；课程模式
英文关键字：	Keywords: general education； medicine； model of curriculum
中文摘要：	随着科技发展、社会进步、价值的多元化，社会对人才的要求也日趋多样化，医学领域同样如此。随着医学模式由生物医学模式转变为生物-心理-社会医学模式，人们对医务人员的要求已不仅限于单纯的疾病技术层面的诊治，同时还有心理、交流、伦理等方面需求，另外，医学培养国际化标准、终身学习要求、医患关系、团队意识等日益凸现的工作要求，使得医学培养面临许多新的问题和挑战，也促使我们必须考虑当今及未来社会究竟需要什么样的医生？医学院校如何在卫生建设和医学人才培养方面发挥更大作用？通识教育内容包罗万象，人文社会科学与自然科学并重，注重理工结合、文理渗透，是科学知识、思维方法的结合体，它超越功利性与实用性。通识教育重视知识结构的完备，注重培养学生的多元视角、评判精神和创新能力，养成独立人格与独立思考的可贵品质，具备与时代相适应的高度责任感和历史使命感，这正是本研究的基本立足点和出发点。本研究以“通识教育”为研究主线，通过对国内外通识教育，尤其是医学院校通识教育及课程模式发展现状进行梳理总结，查找存在问题、分析原因，理清其发展脉络和规律，同时采用查找文献、调查问卷、座谈讨论、层次分析法等研究方法，探讨我国医学通识教育内涵与影响因素。在立足于我国基本国情和实际发展需求的前提下，针对性提出我国医学院校通识教育理念和教育目标、探索性建立医学院校通识教育课程模式，为促进我国医学通识教育理论发展贡献力量，为医学院校通识教育教学实践提供参考。本课题主要研究成果为构建“双纵深、多模块、主题型”的课程模式：双纵深，是指以两个培养总目标为中心进行纵深研究，即社会需求目标（适应社会能力）、自我需求目标（自我发展能力），其下再设八个分目标：现代职业关键能力、人文道德修养、主流意识形态、开阔的视野与胸怀、完善的人格品质、正确的价值观人生观世界观、积极的生活态度、理性思维与感性认知的融合均衡。多模块，是指根据培养目标需要，设计七个课程模块：基本技能模块、水平能力模块、医学人文模块、自我发展模块、职业素养模块、文化修养模块、隐性课程模块。主题型，是指每个模块都包含若干主题，教学实践中可围绕主题开发、实施系列课程。所有的课程都是为实现培养目标服务的，但并不与每个目标一一对应，而是相互交叉。
英文摘要：	With technologicaldevelopment, social progression, value diversity, requirements for employees are becoming increasingly diversified, so is in the field of medicine.The medical model has turned from biomedical into a bio - psycho - social medical one, and the requirements of employers towards medical staff are not only limited to the diagnosis and treatment of illnesses, but also extends to psychological aspects, communication, and ethics.In addition, the international standards of medical culture, lifelong learning requirement, the doctor-patient relationship, and the teamwork spiritsdrive medical culture to face many new problems and challenges. It also pushes us to think aboutthe questions: what kind of doctor do we need? How can medical colleges play a bigger role in the construction of health and medical personnel training? General education includesliberal arts, social science and natural science, with focus on polytechnic combination. It is a combination of scientific knowledge , thinking approaches and humanistic education that goes beyond the utilitarian.General Education emphasesthe comprehensiveness of knowledge, diversity of student’s perspectives, innovation and critical thinking. It aims to develop independent personality and thinking approach, with a high sense of responsibility and fulfillment of historical mission, which isalso the basic foothold and the starting point of this study. General Education was taken as the main line of the study, through the summary of the development of curriculum modesof general education in China and abroad, especially in medical colleges, we foundout problems, analyzed causes, for a further understanding of its developmentcontext and therelated law, by using local documents, questionnaires, discussions, AHP and other research methods to explore the meaning and contributing factors of medical general education. Based on Chinese basic national conditions and the actual needs of development, we point out the philosophy and goals of education, establish the model of general education curriculumin medical colleges, and supplement the pedagogy of general education as a reference. Theresearch results were as follows： To build the course mode of“double depths, multi-module and theme-based”. “Double depths”, refer to the overall deep study around the center of two cultures, i.e.,social needs (the ability to adapt to the society), and self-needs (self-development capacity).Underneath, eight goals are set: modern vocational competencies, human morality, mainstream ideology, broadened horizon, improved character, righteousoutlook of life-world-value, positive attitude to life, and a balanced integration of rational thinking and emotional cognition. “The multi-module”, according to the training objective, refers to 7 course modules we designed, namely, basic skills module, ability module, medical humanities module, self-development module, professionalism module, culture module, and hidden curriculum module. “Theme-based”，means that each modulecontains a number of topics. Teaching practice can be carried out around the theme of development. All courses are to achieve the training objectives, but it does not correspond with each goal—they cross each other.
查看全文：	预览  下载(下载需要进行登录)