刘巧凤 梁芸丹 樊萌

[摘要] 目的 研究神经生物学课程中运用对分课堂教学法提高学生核心素养的方法和效果评价。 方法 选择2019年9月成都医学院神经生物学专业选修课的98名学生为研究对象，教学中运用对分课堂教学法，使用调查问卷评估学生想要提升的核心素养和对分课堂教学体系培养核心素养的效果。 结果 学生在开课前想要提升的核心素养能力依次是自学能力、审辨思维能力、创新能力、沟通表达能力和合作能力。实施对分课堂教学法后学生的核心素养能力高于实施前，差异有高度统计学意义（P < 0.01），其中自学能力提升最明显。 结论 对分课堂教学法可提高学生核心素养，符合学生发展要求，促进了医学教育的发展。

[关键词] 医学教育;对分课堂;神经生物学;核心素养

[中图分类号] G424.21          [文献标识码] A          [文章编号] 1673-7210（2020）07（a）-0055-04

[Abstract] Objective To study the method and effect evaluation of using Presentation-Assimilation-Discussion classroom teaching method to improve students′ core literacy in neurobiology courses. Methods In September 2019， 98 students on the elective neurobiology course at Chengdu Medical College were enrolled as the research subjects. Presentation-Assimilation-Discussion classroom teaching method was used in teaching， and questionnaires were used to evaluate the core qualities that students wanted to improve and the effect of cultivating core qualities in the Presentation-Assimilation-Discussion classroom teaching system. Results The core competence that students wanted to improve before starting the course was self-study ability， critical thinking ability， innovation ability， communication and expression ability and cooperation ability. The students′ core literacy ability after the implementation of Presentation-Assimilation-Discussion classroom was higher than that before the implementation， and the difference was highly statistically significant （P < 0.01）， among which the improvement of self-learning ability was the most obvious. Conclusion Presentation-Assimilation-Discussion classroom teaching method improves students′ core quality， conforms to students′ development requirements， and promotes the development of medical education.

[Key words] Medical education; Presentation-Assimilation-Discussion classroom; Neurobiology; Core literacy

2014年復旦大学张学新教授，立足中国国情和学生学业现状提出对分课堂教学法[1]。对分课堂结合传统讲授式教学法和现代讨论式教学法二者优点，在全国数百所高校应用和普及，受到广大师生的认可和称赞[2]。对分课堂的实施分为3个部分：课堂讲授、课后内化吸收和课堂讨论[3]。课堂讲授和课堂讨论隔周进行，隔周讨论使学生有内化吸收的时间，这也是对分课堂的核心环节[4]。

核心素养指学生应具备的，为适应自身发展和社会发展必备品格和关键能力，是关于学生知识、技能、情感、态度、价值观等多方面要求的综合表现[5]。欧美国家人才培养核心素养目标是具有审辨性思维、创新性思维、合作能力、沟通表达能力。结合《中国学生核心素养》报告[6]，医学生专业特点和就业形势，将医学生核心素养归纳为自学能力、审辨性思维能力、创新性能力，合作能力、沟通表达能力五大核心素养。……