引用本文:
吴一诺, 叶建涛, 周勰, 钱宇, 郭磊. 基于PBL教学法的医学专业“基础化学”教学设计——以“溶液的渗透压”为例[J]. 大学化学,
2024, 39(3): 149-157.
doi:
10.3866/PKU.DXHX202309077
Citation: Yinuo Wu, Jiantao Ye, Xie Zhou, Yu Qian, Lei Guo. Teaching Design of Basic Chemistry Based on PBL Methodology for Medical Undergraduates: A Case Study on “Osmotic Pressure of Solution”[J]. University Chemistry, 2024, 39(3): 149-157. doi: 10.3866/PKU.DXHX202309077
Citation: Yinuo Wu, Jiantao Ye, Xie Zhou, Yu Qian, Lei Guo. Teaching Design of Basic Chemistry Based on PBL Methodology for Medical Undergraduates: A Case Study on “Osmotic Pressure of Solution”[J]. University Chemistry, 2024, 39(3): 149-157. doi: 10.3866/PKU.DXHX202309077
基于PBL教学法的医学专业“基础化学”教学设计——以“溶液的渗透压”为例
English
Teaching Design of Basic Chemistry Based on PBL Methodology for Medical Undergraduates: A Case Study on “Osmotic Pressure of Solution”
Abstract:
Basic Chemistry is a mandatory course for medical undergraduates, serving as the foundation for their subsequent specialized medical studies and professional endeavors. A major obstacle in engaging students’ learning interests lies in their inability to perceive the connection between medicine and chemistry. To address this challenge and stimulate student involvement, problem-based learning teaching has been incorporated into the curriculum design. Taking the teaching of osmotic pressure of solutions as an example, various scenarios closely related to daily life or medical practice are introduced to stimulate students’ interest in learning. The teaching design also encourages them to explore the subject matter through problem-solving, effectively improving their abilities in independent thinking, analogical reasoning, and integrated comprehension. Additionally, the seamless integration of ideological and political elements within the course contributes to nurturing patriotic sentiments, ethnic pride, and good medical ethics among the students.
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