高职院校适宜技术教育的选择路径——以农村社区医学人才培养为例

农村社区医生是从事基本公共卫生服务和基本医疗服务的复合型基层卫生技术人才.开展农村社区医学人才培养,关键是人才规格、培养方法与内容的适宜性.农村社区医学人才必须与卫生服务,即基本公共卫生服务和基本医疗服务的需求相适应,这是人才培养规格的适宜性;而农村社区医学人才究竟需要掌握哪些关键知识和技能,这是关系到人才专业素质的适宜性问题.为此,我们为农村社区医生设置了35项适宜技术,把农村卫生适宜技术教育融入到临床各课教学之中,并根据教学内容为学生提供相对适宜的技能训练平台,较好地解决了教学实施过程中教学时数不足与教学内容重复等矛盾.     

口腔医学专业药理学教学应体现高等职业教育的特点

专科口腔医学专业药理学教学应体现高等职业教育的特点,适应口腔医疗、保健岗位的需求,淡化学科意识,在提供必需的药理学基础理论知识的同时,突出临床口腔医疗、保健服务常用的药理学知识.在有限的教学时数内,结合专业用药特点增加部分教学内容,使学生掌握防治口腔常见病、多发病的药物基本知识.     

新农村社区养老建筑空间专题设计教学探索——评《建筑设计方法》

2019年,国家统计局在新中国成立70周年经济社会发展成就的系列报告中指出:老年型年龄结构形成标志着我国进入老龄化社会,尤其是农村人口老龄化是新时代农村振兴建设中面临的挑战。由于农村年轻劳动力向城镇发展,传统家庭养老模式已经无法满足农村老年人的养老需求,因此更需要在新农村振兴建设中建立社区养老体系,依托社区提供生活照料、家政服务、医疗护理、卫生保健以及陪护慰藉等主题明确的养老服务,为老年人养老提供保障。鉴于农村乡屯村落分布较散、空间距离大,所以农村应集中养老建筑空间的布局,提高村镇养老建筑空间的利用率,满足不同年龄段的养老需求。在此背景下,以《建筑设计方法》一书中的理论与新农村实际需求进行新农村社区养老建筑空间的专题设计教学,有利于学以致用。     

基于岗位需求为导向的高职医学生物化学教学研究

生物化学是医学专业所需要掌握的重要基础课程之一,同时也是培养服务于社区以及农村地区人才的重要课程之一。现阶段我国基层具备合格资质的医疗人员较少而这与高职院校就业压力巨大形成了矛盾。因此,对于现阶段的高职医学生物化学的教学应当注重以岗位为需求导向,从而更为科学合理的开展相关教学内容,为社会输送大量急需人才。     

以基本医疗服务为导向的农村订单定向全科医学专业《药理学》课程教学改革与实践

药理学作为一门重要的专业基础课,需要根据全科医生的岗位需求,以基本医疗服务为导向,从优化调整教学内容,设计灵活多变的教学方式,完善形成性与终结性相结合的评价体系等方面,实施药理学课程教学改革。     

农村社区教育存在的问题及解决方略

社区教育是终身教育的方式,农村社区教育是新农村发展的重要路径。抓好农村社区教育,能为城镇化进程提供不竭的动力。社区教育与传统正规大学不同,它是一种非正规社会教育服务,它最终的教学重点应该落实于根据劳动力市场的需求,为人力资源供应提供服务。     

城市化进程视域下的农村社区建设

城市作为社会经济的核心空间,为社会发展提供动力和方向。市民社会的崛起为农村社区建设提供了参照,农村城市化是城市化的重要内容,农村与城市的良性互动以及城市中心的限度要求农村社区建设以农民的需求为出发点,发展农村社区组织,提高农村社区的发展潜力与抵御风险能力。     

社区建设中的农民：认知、意愿和公共需求——基于一项全国性的主题调查

农村社区建设旨在构建以农民为主体的新型农村社会生活共同体,能否充分认识农民对农村社区建设的认知、意愿和公共需求,事关农村社区建设能否顺利推进.当前我国广大农民对社区概念的认知、对参与社区建设的意愿、对社区建设前景的预期及社区公共需求的表达等方面都呈现出显著的特征,需要从信息沟通、意识塑造、权益维护、共同体观念培育、需求供给及组织化建设等角度着力改善和推进,以真正发挥出农民应有的主体作用.     

药剂专业药理学实验实训课程改进探索

以桂林市卫生学校为例,分析中职药剂专业药理学实验实训教学的现状,从教学目标、实验实训内容、考核评价等方面进行改革,开发出符合中职药剂专业岗位需求的药理学实验实训课程。     

对接社区医疗药师岗位培养高职药学社区药师

深化医药卫生体制改革需要吸引和稳定社区卫生人才,加强人才队伍建设。我国目前培养的高职药学人才难以适应新形势下社区医疗药师的岗位要求。笔者在分析社区医疗药师岗位的特定需求的基础上,以就业为导向,就社区药师人才的培养进行了探讨。     

农村社区医学教学模式实践与探讨

目的：探讨网络化背景下农村社区医学教学模式的优化。方法：针对高职院校农村社区医学专业课程设置、学习特点、教学内容、教学方法、考核方式等调研,分析教学过程中存在的问题,提出相应的对策。结果：教学双方存在课时少,内容多而针对性、实用性弱等问题,农村社区医学教育面临着巨大的压力和严峻的挑战。应在传统教学的基础上,利用网络资源提高教学效果,提高学生学习的主动性及学习效率。结论：构建农村社区医学资源库,铺设农村社区医学专业立体化教学平台,按照职业标准的内容和结构,调整农村社区医学专业课程设置、教学内容、教学方式和评价体系,充分利用现代网络实现课程教学过程的实践性、开放性和职业性,是提高教学质量,学习效率行之有效的措施。     

浅谈医学生实践教学与社区卫生服务体系的建立

针对目前医学本科生教育中重理论、轻社区及学生培养目标的缺位,社区医疗服务体系不健全等情况,强调了加强医学生实践教学与社区服务体系的结合,并提出了具体的改革方案,以期达到提高医学生实践教学效果与加强社区卫生服务体制建设双赢的效果。     

Students' perceptions of clinical attachments across rural and metropolitan settings

For many years, medical students at the University of Sydney undertook their clinical clerkships in traditional metropolitan teaching hospitals, which were regarded as the ‘gold standard’ for clinical training. In 2001 the university established a rural clinical school at which increasing numbers of students now complete a significant proportion of their medical education. The aim of the study reported here is to examine students’ perceptions of what facilitates their learning in clinical settings and to compare their perceptions across rural and metropolitan settings. Focus groups were conducted to collect students’ views on their experiences of learning in clinical settings. The findings were used to generate a questionnaire with items designed directly from focus‐group data ensuring content validity. The questionnaire was sent to all students in the 2004 cohort. Exploratory factor analysis was used to provide evidence of construct validity. The internal consistency reliability of the questionnaire was assessed using Cronbach’s alpha. Factor scores were computed to compare students’ perceptions across the two settings. Four factors were extracted: (1) clinical teachers’ orientation to teaching; (2) opportunities to develop clinical skills; (3) supportiveness of the clinical setting; and (4) student confidence and sense of self‐efficacy. Students rated the rural experience more highly and positively than the metropolitan hospital experience with regard to all four factors. This study highlights the positive role that rural attachments can play in providing an educationally sound learning experience. The findings are important in the context of both the drive, among medical programs worldwide, to seek out additional and alternative settings for clinical education and the national agenda to foster student interest in rural careers through positive rural training experiences.     

农医定向培养生毕业后一年轮转及管理模式探讨

学生毕业后医学教育是整个医学教育体系中极其重要的一个阶段,是继医学基础教育后发展各种能力为目标的医学教育阶段,是院校医学教育过渡到继续医学教育的桥梁,起着承前启后的作用。第一届农医定向培养生即将跨入毕业后医学教育。探讨农医定向培养生毕业后一年轮转及管理模式,可以填补农医定向培养生的毕业后医学教育模式的空白;可以更新教育教学观念,优化人才培养方案,形成符合社区医学发展要求的临床医学专业人才培养方案。     

强化英语学习策略培训 提高农村英语课堂教学效率

对昭通农村英语教学现状的调查表明,农村英语教学注重语法知识的输入而忽视学生自主学习能力的培养。各级教育部门和学校应增加投入,加强农村英语教师师资队伍建设,改革农村英语课堂教学,注重学生学习策略的培训,帮助学生有效地进行学习。     

信息时代农村课堂教学变革:可能、动力与路向

信息技术在农村学校教育场域的广泛与深入应用,增加了农村教育资本,拓展了农村教育教学资源,重构了农村儿童学习空间,从而使信息时代的农村课堂教学变革得以可能。在信息时代,农村课堂教学变革需要相应的动力机制,并着力践行全面提升农村中小学教师的信息化素养,构建互联互通的农村教学资源开发管理机制,构建多方合力共办的技术支持体系等三大实践路向。     

从知识传递者走向文化建设者:新时代乡村教师的角色审思

知识传递者的角色定位为我国乡村教师专业技能的提升、乡村学生的知识学习及乡村社会的进步与发展提供了保障。但这一角色定位也存有淡化乡村教师“乡土色彩”,对乡村学生既有文化身份及其教学价值体认不足,其作为乡村场域中的知识分子身份地位日渐式微等问题。乡村教师从“知识传递者”走向“文化建设者”,使其增强对乡土文化的感知理解及与学科知识的有机融合,培养乡村学生的文化主体意识和文化认同感,发挥作为乡村知识精英在乡村文化建设中的引领作用,是实现乡村文化振兴的现实需要。     

基于城乡教育均衡发展的顶岗实习模式

顶岗实习支教既是促进城乡教育均衡发展的有效途径,也是高师实习模式改革的重要改革方向。本文在总结我校近5年顶岗实习支教模式的基础上,阐述了顶岗实习支教在高师人才培养中的作用与地位,并结合教育部关于城乡教育均衡发展的精神,探索了基于城乡教育均衡发展背景下,高师院校顶岗实习支教模式的构建与特点,从而达到在顶岗实习支教中提高师范生的专业技能培养质量,同时又能促进乡村师资队伍建设的作用,加快城乡教育均衡发展的步伐。     

Place-Based Stewardship Education: Nurturing Aspirations to Protect the Rural Commons

In this mixed-methods study, we examine the potential of place-based stewardship education (PBSE) for nurturing rural students’ community attachment and aspirations to contribute to the preservation of the environmental “commons.” Analyzing pre- and post-experience surveys (n = 240) and open-ended responses (n = 275) collected from middle school students in a Northeast Michigan school district, we found significant increases in students’ environmental sensitivity, environmentally responsible behaviors, community attachment, and confidence in their capacities for civic action. Analyses of open-ended responses pointed to the potential of PBSE to nurture students’ identification with their community and to increase their commitment to stewardship of their community's natural resources. This study makes a unique contribution to the literature on rural schools by focusing on the environmental commons and younger generations’ commitments to preserve it as an asset of rural communities. By linking students’ learning with collective action to preserve the environmental commons, PBSE can expand students’ aspirations for the kind of world they want to live in and the roles they might play in it.     

High school biology evolution learning experiences in a rural context: a case of and for cultural border crossing

Although the concept of “rural” is difficult to define, rural science education provides the possibility for learning centered upon a strong connection to the local community. Rural American adolescents tend to be more religious than their urban counterparts and less accepting of evolution than their non-rural peers. Because the status and perception of evolutionary theory may be very different within the students’ lifeworlds and the subcultures of the science classroom and science itself, a cultural border crossing metaphor can be applied to evolution teaching and learning. This study examines how a teacher may serve as a cultural border crossing tour guide for students at a rural high school as they explore the concept of biological evolution in their high school biology class. Data collection entailed two formal teacher interviews, field note observations of two biology class periods each day for 16 days during the Evolution unit, individual interviews with 14 students, student evolution acceptance surveys, student evolution content tests, and classroom artifacts. The major findings center upon three themes regarding how this teacher and these students had largely positive evolution learning experiences even as some students continued to reject evolution. First, the teacher strategically positioned himself in two ways: using his unique “local” trusted position in the community and school and taking a position in which he did not personally represent science by instead consistently teaching evolution “according to scientists.” Second, his instruction honored local “rural” funds of knowledge with respect to local knowledge of nature and by treating students’ religious knowledge as a form of local expertise about one set of answers to questions also addressed by evolution. Third, the teacher served as a border crossing “tour guide” by helping students identify how the culture of science and the culture of their lifeworlds may differ with respect to evolutionary theory. Students negotiated the cultural borders for learning evolution in several ways, and different types of border crossings are described. The students respected the teacher’s apparent neutrality, sensitivity toward multiple positions, explicit attention to religion/evolution, and transparency of purposes for teaching evolution. These findings add to the current literature on rural science education by highlighting local funds of knowledge for evolution learning and how rural teachers may help students navigate seemingly hazardous scientific topics. The study’s findings also add to the current evolution education literature by examining how students’ religious perspectives may be respected as a form of expertise about questions of origins by allowing students to examine similarities and differences between scientific and religious approaches to questions of biological origins and change.