“回归传统”不是语文课的出路——兼论传统语文教育的当代转换

有人提出语文课的出路在于回归传统,这种主张值得商榷。传统语文教育精华与糟粕共存,经验与教训同在,需要科学地取舍。当代语文教育中存在的主要问题,只有通过改革创新来解决,而不是通过回归传统来解决。传统语文教育的当代转换是改革创新的重要内容。所谓传统语文教育的当代转换,即对有价值的传统语文教育思想、经验和方式方法等进行当代化改造,并与当代语文教育整合,使之成为当代语文教育体系的有机组成部分。     

NOMENs land: The place of eponyms in the anatomy classroom

The law of Non-Original Malappropriate Eponymous Nomenclature (NOMEN) states that no phenomenon is named after its discoverer. However, eponymous terms are rife in the anatomical and medical literature. In this viewpoint commentary, the authors discuss the history of anatomical eponyms, explain the additional cognitive load imposed by eponyms that can negatively impact student learning and explore the view that eponyms are “pale, male and stale” in the socially conscious 21st century. The authors probe two of the most common arguments used to keep eponyms in anatomy education: (1) clinicians use them because they are easy, and (2) eponyms remind us of anatomy's history. Educators, clinicians and students need to work together to progress this movement and bring a modern lens to this discussion. Based on the arguments presented in this commentary, the authors propose that eponyms should be removed from anatomy curricula, textbooks and have no place in the anatomy classroom.     

Are Anatomy PhDs Nearing Extinction or Adapting to Change? United States Graduate Education Trends in the Anatomical Sciences

Faculty qualified to teach in the anatomical sciences are growing scarce just as the need for trained anatomists is greater than ever. Enrollments are surging in anticipation of a large physician shortfall; meanwhile, many anatomists are reaching retirement age. Who will fill the teaching gap? This study assessed trends in doctorates awarded in Anatomy and related fields within the United States (US) since 1969 and evaluated modern graduate education in the anatomical sciences. Data were compiled from the National Science Foundation Survey of Earned Doctorates. The total number of doctorates in the anatomical sciences and number of doctorates by sex and race/ethnicity were plotted for trend analysis. The number of PhD anatomy training programs within US medical schools was also assessed. Curricula and major characteristics of all active programs were evaluated through website searches and program director interviews. While doctorates in cell biology, developmental biology, and neuroscience have grown, the number of PhDs awarded in Anatomy has declined, on average, by 3.1 graduates per year to a 50-year low of only 8 graduates in 2017. Currently, 21 active doctoral programs in anatomy operate within US medical schools and fall into three general categories: anatomy education (n = 8), classic anatomy (n = 8), and anthropology/evolutionary anatomy (n = 5). Without a concerted effort by stakeholders to address the shortage, anatomists may face extinction. Expansion of the anatomy education doctoral degree may represent a necessary evolution of the field to meet job market needs and to thwart the extinction threat.     

The anatomy of anatomy: A review for its modernization

Anatomy has historically been a cornerstone in medical education regardless of nation or specialty. Until recently, dissection and didactic lectures were its sole pedagogy. Teaching methodology has been revolutionized with more reliance on models, imaging, simulation, and the Internet to further consolidate and enhance the learning experience. Moreover, modern medical curricula are giving less importance to anatomy education and to the acknowledged value of dissection. Universities have even abandoned dissection completely in favor of user‐friendly multimedia, alternative teaching approaches, and newly defined priorities in clinical practice. Anatomy curriculum is undergoing international reformation but the current framework lacks uniformity among institutions. Optimal learning content can be categorized into the following modalities: (1) dissection/prosection, (2) interactive multimedia, (3) procedural anatomy, (4) surface and clinical anatomy, and (5) imaging. The importance of multimodal teaching, with examples suggested in this article, has been widely recognized and assessed. Nevertheless, there are still ongoing limitations in anatomy teaching. Substantial problems consist of diminished allotted dissection time and the number of qualified anatomy instructors, which will eventually deteriorate the quality of education. Alternative resources and strategies are discussed in an attempt to tackle these genuine concerns. The challenges are to reinstate more effective teaching and learning tools while maintaining the beneficial values of orthodox dissection. The UK has a reputable medical education but its quality could be improved by observing international frameworks. The heavy penalty of not concentrating on sufficient anatomy education will inevitably lead to incompetent anatomists and healthcare professionals, leaving patients to face dire repercussions. Anat Sci Educ 3: 83–93, 2010. © 2010 American Association of Anatomists.     

A simple and efficient device for demonstrating cross‐sectional anatomy of the head

Described in this article is a novel device that facilitates study of the cross‐sectional anatomy of the human head. In designing our device, we aimed to protect sections of the head from the destructive action of handling during anatomy laboratory while also ensuring excellent visualization of the anatomic structures. We used an electric saw to create 15‐mm sections of three cadaver heads in the three traditional anatomic planes and inserted each section into a thin, perforated display box made of transparent acrylic material. The thin display boxes with head sections are kept in anatomical order in a larger transparent acrylic storage box containing formaldehyde solution, which preserves the specimens but also permits direct observation of the structures and their anatomic relationships to each other. This box‐within‐box design allows students to easily view sections of a head in its anatomical position as well as to examine internal structures by manipulating individual display boxes without altering the integrity of the preparations. This methodology for demonstrating cross‐section anatomy allows efficient use of cadaveric material and technician time while also giving learners the best possible handling and visualization of complex anatomic structures. Our approach to teaching cross‐sectional anatomy of the head can be applied to any part of human body, and the value of our device design will only increase as more complicated understandings of cross‐sectional anatomy are required by advances and proliferation of imaging technology. Anat Sci Educ 2010. © 2010 American Association of Anatomists.     

突出护理专业特色，进行解剖学教学改革

进行解剖学教学改革是护理专业教学改革的一个重要组成部分,通过改革调整了课程内容,优化了解剖学教学的方法和手段,使解剖学教学更加适应护理专业人才培养的需要。     

论高等师范院校本科古代文论课程的教学改革

在当代语境下,高等师范院校本科古代文论课程的教学改革既要以坚实的专业理论为基础,又要走出纯理论的象牙塔,注重对未来中小学语文教师实际能力的培养,促进传统学科与现代教育的对接,达成从理论学习向应用能力的转化。教材撰写则应演变史略与理论体系并行,经典研读和实践探究并重。只有立足传统,着眼现在,面向未来,才能构建一个较为科学合理的专业教学新体系。     

浅谈高职护理专业解剖学教学

在医学科学飞速发展的今天,作为一名解剖学教师,在把握高职护理教育人才培养目标的基础上,针对现行解剖学教学中存在的问题,如何进一步做好解剖学教学工作,是值得深思与探讨的。切实提高高职护理专业解剖学教学水平,必须从编写适用教学大纲,改变传统授课方式,保证实践教学环节,结合多媒体教学手段,加强应用解剖学教育,切实提高教师素质等几方面工作着手。     

知识经济时代高等教育的改革与发展

知识创新是技术创新的前提和基础,也是科技进步和经济发展的动力源泉。在当前的时代背景下,高等教育作为知识经济核心组成部分,必须适应社会经济发展的要求,不断改革与创新自身的教学观念与教学模式,以多元化、现代化的姿态迎接机遇与挑战。文章由知识经济的概念及特征入手,就当前我国高等教育中存在的主要问题展开论述,并深入分析了未来的教育改革与发展路径。     

Cadaveric dissection as an educational tool for anatomical sciences in the 21st century

Anatomical education has been undergoing reforms in line with the demands of medical profession. The aim of the present study is to assess the impact of a traditional method like cadaveric dissection in teaching/learning anatomy at present times when medical schools are inclining towards student‐centered, integrated, clinical application models. The article undertakes a review of literature and analyzes the observations made therein reflecting on the relevance of cadaveric dissection in anatomical education of 21st century. Despite the advent of modern technology and evolved teaching methods, dissection continues to remain a cornerstone of anatomy curriculum. Medical professionals of all levels believe that dissection enables learning anatomy with relevant clinical correlates. Moreover dissection helps to build discipline independent skills which are essential requirements of modern health care setup. It has been supplemented by other teaching/learning methods due to limited availability of cadavers in some countries. However, in the developing world due to good access to cadavers, dissection based teaching is central to anatomy education till date. Its utility is also reflected in the perception of students who are of the opinion that dissection provides them with a foundation critical to development of clinical skills. Researchers have even suggested that time has come to reinstate dissection as the core method of teaching gross anatomy to ensure safe medical practice. Nevertheless, as dissection alone cannot provide uniform learning experience hence needs to be complemented with other innovative learning methods in the future education model of anatomy. Anat Sci Educ 10: 286–299. © 2016 American Association of Anatomists.     

Human Anatomy: Let the students tell us how to teach

Anatomy teaching methods have evolved as the medical undergraduate curriculum has modernized. Traditional teaching methods of dissection, prosection, tutorials and lectures are now supplemented by anatomical models and e‐learning. Despite these changes, the preferences of medical students and anatomy faculty towards both traditional and contemporary teaching methods and tools are largely unknown. This study quantified medical student and anatomy faculty opinion on various aspects of anatomical teaching at the Department of Anatomy, University of Bristol, UK. A questionnaire was used to explore the perceived effectiveness of different anatomical teaching methods and tools among anatomy faculty (AF) and medical students in year one (Y1) and year two (Y2). A total of 370 preclinical medical students entered the study (76% response rate). Responses were quantified and intergroup comparisons were made. All students and AF were strongly in favor of access to cadaveric specimens and supported traditional methods of small‐group teaching with medically qualified demonstrators. Other teaching methods, including e‐learning, anatomical models and surgical videos, were considered useful educational tools. In several areas there was disharmony between the opinions of AF and medical students. This study emphasizes the importance of collecting student preferences to optimize teaching methods used in the undergraduate anatomy curriculum. Anat Sci Educ 7: 262–272. © 2013 American Association of Anatomists.     

《中国美术史》教学改革的实践和思考

文章分析了当前高校《中国美术史》教学现状和改革的迫切性 ,总结教学改革的实践经验 ,提出改革传统教学模式 ,把美术历史教育、文化教育和爱国主义教育结合起来 ,充分利用现代教育技术 ,激发学生创新精神 ,提高学生全面素质的改革思路     

基于网络的教师教学技能训练行动研究

教师仅仅具备传统的教学技能难以满足信息化社会教育的需要和新课程改革的需要,在传统教学技能的基础上进行改造和扩充,形成教师的现代教学技能是时代发展的需要。网络成为高校师生现代教学技能训练的途径有其独特的优越性。针对这一教师教学技能训练的模式及存在的问题进行了行动研究。     

Properties of publications on anatomy in medical education literature

Publications on anatomy in medical education appear to be largely anecdotal. To explore this, we investigated the literature on anatomy in medical education, aiming first to evaluate the contribution of the literature on anatomy in medical education to "best evidence medical education" (BEME) and second to evaluate the development of this literature toward more "best evidence" between 1985 and 2009. Four databases were searched for publications on anatomy in medical education published between 1985 and 2009, resulting in 525 references. Hundred publications were characterized by five variables (journal category, paper subject, paper category, author perspective, and paper perspective). Statements from these publications were characterized by two variables (category and foundation). The publications contained 797 statements that involved the words "anatomy," "anatomical," or "anatomist." Forty-five percent of the publications contained no explicit research question. Forty percent of the statements made were about "teaching methods" and 17% about "teaching content," 8% referred to "practical value," and 10% to "side effects" of anatomy education. Ten percent of the statements were "positional," five percent "traditional," four percent "self-evident," and two percent referred to "quality of care." Fifty-six percent of the statements had no foundation, 17% were founded on empirical data, and 27% by references. These results substantiated the critical comments about the anecdotal nature of the literature. However, it is encouraging to see that between 1985 and 2009 the number of publications is rising that these publications increasingly focus on teaching methods and that an academic writing style is developing. This suggests a growing body of empirical literature about anatomy education.     

《教育信息处理》课程教学改革创新研究

创新是教育进步的灵魂,也是教育事业兴旺发达的动力源泉。我们作为教育工作者,在《教育信息处理》课改中着眼于课题的改革与创新,主要从教学理念、现代教育技术与课程整合、教学模式、检验教学效果的方式等方面进行创新,试图摸索出一条符合现代教学课题改革创新之路。     

Perceptions of anatomy: critical components in the clinical setting

The evolution in undergraduate medical school curricula has significantly impacted anatomy education. This study investigated the perceived role of clinical anatomy and evaluated perceptions of medical students' ability to apply anatomical knowledge in the clinic. The aim of this study was to develop a framework to enhance anatomical educational initiatives. Unlike previous work, multiple stakeholders (clinicians, medical students, and academic anatomists) in anatomy education were evaluated. Participants completed an eleven-point Likert scale survey written by the investigators. Responses from both clinical educators and medical students at Penn State Milton S. Hershey Medical Center and College of Medicine suggest that medical students are perceived as ill-prepared to transfer anatomy to the clinic. Although some areas of patient management differ in relevancy to anatomical education, there are areas of clinical care which were uniformly ranked as relying heavily on anatomical knowledge (imaging and diagnostic studies, physical examination, and arrival at correct diagnosis) by a variety of clinical specialists. Our results suggest a need for advanced anatomy courses to be taught coincidental with medical students' clinical education. Development of these courses would optimally rely on input from both clinicians and academic anatomists, as both cohorts rated clinical anatomy similarly (P ≥ 0.05). Additionally, we hypothesize that preclinical students' application of anatomy would be enhanced if clinical context was derived from areas of clinical care which rely heavily on anatomy, whereas courses designed for advanced medical students will benefit from anatomical context focused on specialty specific aspects of clinical care identified in this study.     

Student perceptions of an upper-level, undergraduate human anatomy laboratory course without cadavers

Several programs in health professional education require or are considering requiring upper-level human anatomy as prerequisite for their applicants. Undergraduate students are confronted with few institutions offering such a course, in part because of the expense and logistical issues associated with a cadaver-based human anatomy course. This study describes the development of and student reactions to an upper-level human anatomy laboratory course for undergraduate students that used a regional approach and contemporary, alternative teaching methods to a cadaver-based course. The alternative pedagogy to deliver the curriculum included use of commercially available, three-dimensional anatomical virtual dissection software, anatomical models coupled with a learning management system to offer Web-based learning, and a new laboratory manual with collaborative exercises designed to develop the student's anatomical skills and collaborative team skills. A Likert-scale survey with open-ended questions was used to ascertain student perceptions of the course and its various aspects. Students perceived that the noncadaver-based, upper-level human anatomy course with an engaging, regional approach is highly valuable in their learning of anatomy. anatomy.     

高等师范院校音乐教学的思考

高校音乐专业教师不仅要精通专业学科的技术技能，还要具备先进而又科学的教育思想和教学观念，掌握现代教学方法和教学手段，确立正确的教育观念，积极参与音乐教育改革与创新，实现真正有效的素质教育，以适应现代社会的发展需要。     

大学生创新课题在大学化学教学改革中的作用

随着现代化工产业的发展需求,传统的大学化学教学已不能完全满足社会需求,教学模式改革势在必行。开展大学生创新课题项目是教学改革的一个尝试。本文在讨论了传统大学化学教学中存在的弊端后,对大学生创新课题项目在化学教学改革中所发挥的作用及影响进行总结,并对其前景做了展望。