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动物病理诊断技术是高职高专兽医基础学科和临床学科之间的桥梁,而动物病理诊断技术实验又是理论联系实践的纽带,因此实验课的教学尤为重要。但传统的“灌注式”和“填鸭式”的教学方法和多年不变的理论知识回顾一大体标本观察与讲解一显微镜切片观察与讲解的“三板斧”教学习惯和模式,使得本来就稍显抽象的《动物病理诊断技术》课程变得更加枯燥无味,很难调动学生的学习积极性。因此,对现有的动物病理诊断技术实验教学的内容和教学方法进行改革,对学生改善和加强动物病理诊断技术课程本身的学习,乃至基础学科和临床学科知识的融会贯通方面具有重要的促进意义。 相似文献
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《动物病理学》是畜牧兽医专业的核心课程,该课程的学习效果极大地影响着学生对后续课程的学习和理解。以近年来内蒙古乌兰察布职业学院"深化内涵建设和加大课程建设"为契机,将多年来的教学经验加以总结,就如何优化理论教学、改革实践教学、改进教学方法等方面进行了探讨。 相似文献
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《动物繁殖学》是高等学校动物科学专业必修的核心主干课程,研究动物生殖活动及其调控规律和调控技术的一门基础应用学科。互联网+背景下,《动物繁殖学》线上线下有机结合教学对激发学生学习兴趣、提高自主学习能力、提高教师教学水平和教学质量有重要意义。本文在分析总结高校课程线上线下有机融合(混合式)教学模式应用现状和《动物繁殖学》的线上线下结合教学现状,并设计探讨《动物繁殖学》线上线下有机融合教学模式,以期推动《动物繁殖学》教学改革,创新教学方式提供借鉴。 相似文献
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根据《动物病理》课程的特点和高职动物医学专业学生就业的技能需求,本研究通过企业调研,建立了一套项目化教学设计方案,在2010级学生中进行实施,并对该方案的实施效果进行了分析。在教学内容、教学方法和考核方法方面,实行项目化教学的学生(2010级)比未实行项目化教学的学生(2009级)满意度分别高36%、34%和48.5%,上述结果表明,《动物病理》项目化教学法能极大地提高学生的认可度,起到很好的调动学生学习的积极性、主动性,并有助于掌握病理知识和技能。 相似文献
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中美高校《兽医病理学》课程教学的区别 《畜牧与饲料科学》2015,36(3):66-66
《兽医病理学》是研究动物疾病科学的一门基础兽医学课程,是基础兽医学与临床兽医学之间的"桥梁学科"。近年来,为了提升兽医执业专业毕业生能力,我国对《兽医病理学》课程教学进行了一系列的改革,取得了一定的进步,但实际教学效果与预期目标仍有一定的差距。以黑龙江八一农垦大学和美国康奈尔大学兽医专业《兽医病理学》教学为例,就中美兽医教育中该课程教学的区别进行阐述,旨在为我国兽医病理学教学改革提供借鉴。 相似文献
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Integrative Case-Based Applied Pathology (ICAP) cases form one component of learning and understanding the role of pathology in the veterinary diagnostic process at the Faculty of Veterinary Science, University of Sydney. It is a strategy that focuses on student-centered learning in a problem-solving context in the year 3 curriculum. Learning exercises use real case material and are primarily delivered online, providing flexibility for students with differing learning needs, who are supported by online, peer, and tutor support. The strategy relies heavily on the integration of pre-clinical and para-clinical information with the introduction of clinical material for the purposes of a logical three-level, problem-oriented approach to the diagnosis of disease. The focus is on logical diagnostic problem solving, primarily using gross pathology and histopathological material, with the inclusion of microbiological, parasitological, and clinical pathological data. The ICAP approach is linked to and congruent with the problem-oriented approach adopted in veterinary medicine and the case-based format used by one of the authors (PJC) for the teaching and learning of veterinary clinical pathology in year 4. Additionally, final-year students have the opportunity, during a diagnostic pathology rotation, to assist in the development and refinement of further ICAPs, which reinforces the importance of pathology in the veterinary diagnostic process. Evidence of the impact of the ICAP approach, based primarily on student surveys and staff peer feedback collected over five years, shows that discipline-specific learning, vertical and horizontal integration, alignment of learning outcomes and assessment, and both veterinary and generic graduate attributes were enhanced. Areas for improvement were identified in the approach, most specifically related to assistance in the development of generic teamwork skills. 相似文献
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为了进一步提高动物生物化学实验课程的教学效果,提高学生的动手能力及对实验课熟悉程度,加深对理论课的理解,在动物生物化学实验课中尝试应用混合式教学方法。结果显示,使用混合式教学组的学生平均实验成绩为(91.25±2.48)分,传统教学组的学生平均实验成绩为(89.65±2.19)分,混合式教学组的学生比传统教学组的学生平均实验成绩提高1.78%;使用混合式教学后的平均实验成绩为(91.35±2.48)分,混合式教学前的平均实验成绩为(87.35±3.35)分,使用混合式教学后比未使用时的实验成绩提高4.58%。整个实验过程学生参与度、积极性较高,能够明显提高动物生物化学实验课教学效果。 相似文献
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Pospischil A Djamei V Rütten M Sydler T Vaughan L 《Journal of veterinary medical education》2007,34(4):445-449
The teaching of pathology within the veterinary medical curriculum extends through the entire training period and has a dual role. General pathology deals with principles of disease processes as a basis for understanding the reactions of a multi-cellular organism to adverse effects; organ pathology builds on the principles of general pathology and explains the malfunctions of individual organs. Pathology is heavily image dependent and best taught in a highly interactive manner. The Institute of Veterinary Pathology, University of Zurich (IVPZ), has been actively developing concepts for teaching pathology in the new veterinary curriculum, which demands more active participation from students, with 20% of their study time devoted to individual study using traditional materials (books, articles, etc.) and e-learning modules. The Swiss Virtual Animal Pathologist is designed to cover and support the central elements of the Veterinary Pathology curriculum of the Vetsuisse Faculty. The needs of students and staff of the participating institutions for an interactive learning platform to supplement the existing face-to-face lectures and tutorials are the highest priority of this initiative. 相似文献