1 optimize the teaching content of immunology theory course and cultivate students' active learning ability.
Immunology theory is relatively independent, with abstract content, and there are many new theories, new knowledge and new technologies. There has always been a contradiction between more content and less class hours in teaching. If teachers cram for the teaching content, the more teachers talk, the less students get. The teacher covers everything, the key points are not prominent, the difficulties are not clear, and the students' impressions are vague. As a result, half the effort is counterproductive. Therefore, in teaching, we must start with the analysis of the internal relationship of knowledge and the context of teaching materials, grasp the teaching focus, and find out the difficulties and key points. And re-optimize the knowledge structure to make it an acceptable knowledge framework for students. For example, immune response is the core of basic immunology. In the past, students reported that this chapter was profound and difficult to master. Therefore, in teaching, we design the basic content of each answer as a chart to summarize, refine the complicated text description into a framework of knowledge points in series, and provide students with the simplest and most effective knowledge nutrients. The key and difficult contents are mainly explained in class, and other secondary contents or contents that are easy to understand are briefly explained or let students learn by themselves. According to the students' situation, some new monographs and related review articles are recommended as reference to broaden students' thinking and horizons. In this way, on the one hand, on the basis of a comprehensive system, we should stick to the key points, break through the difficulties, explain incisively, and let students understand and learn well; On the other hand, it also cultivates students' initiative in learning and mastering new knowledge.
Reform the teaching method of immunology theory course, and pay attention to knowledge imparting and ability training.
2. 1 Using heuristic teaching to improve students' interest in learning [1] The concept of medical immunology is abstract and difficult to understand. If the teaching method is not appropriate, it is easy for students to feel tired. Therefore, in the teaching process, teachers should display knowledge from the superficial to the deep, from the surface to the inside, from the special to the general according to the law of scientific development and the interdependence of knowledge structure, so as to inspire students to master knowledge on the basis of understanding, strengthen memory, and draw inferences from others. We often ask questions, put forward what we want to talk about in the form of questions, guide students to think actively, and then teach by answering questions; Or some questions have no answers, so that students can think and discuss independently, encourage students to question boldly, and teachers and students can solve doubts together. For example, in the introduction to immunology, we use questions to stimulate students' interest, such as: first, how did penicillin anaphylactic shock happen? How to prevent hepatitis B, etc. Then answer briefly, and finally summarize that immunology is closely related to the occurrence, diagnosis, prevention and treatment of diseases, so as to illustrate the importance of immunology and stimulate students' interest in learning immunology.
2.2 Use multimedia teaching to deepen students' understanding of knowledge [2] Computer multimedia technology combines words, images, sounds and other carriers, which has the characteristics of diversity, integration and interactivity of information carriers, and it has changed the traditional teaching mode of "one book, one mouth, plus blackboard books and wall charts". In recent years, we have applied multimedia to immunology teaching, which is well received by students. The application of multimedia teaching saves the time for teachers to write on the blackboard, can teach more questions that students are interested in, expand students' knowledge, and broaden the time and space for students to acquire knowledge. In addition, multimedia teaching uses audio-visual combination to express the teaching content, fully mobilize the role of vision and hearing, provide students with intuitive and vivid perceptual knowledge, turn abstruse into simple, abstract into concrete, static into dynamic, and make the overly theoretical and abstract immunology theory more vivid and intuitive, thus stimulating students' learning interest and improving learning efficiency. For example, when explaining the chapter of antigen presenting cells, we can use several pictures with animation effect to vividly show students the process of antigen presenting cells' uptake, processing and antigen presentation through the changes of color and time difference in different pictures, which will get twice the result with half the effort.
2.3 Guidance for students' learning methods [3] The ancients said: "Teach people to eat fish and teach people to live on fish." . As a college student with mature physical and mental development, "learning" is more important than "learning", and because immunology beginners need to accept, understand and remember too many basic concepts and theories, they need to guide learning methods. We think it is very important to introduce learning methods to students consciously to help them learn immunology well. In the process of immunology learning, the first thing is to ask students to pay attention to the understanding of problems in class. On the basis of understanding, you can remember the corresponding knowledge and avoid typists in class. The second is to take notes. Because the content of the textbooks we choose is rich and complicated, sometimes a lesson involves multiple chapters. If students don't take notes in class or don't do well, it will be difficult to master the main content, key points and difficulties of this class after class. This requires students to make symbols in key parts when listening, and remember the key points and general contents a little. The key content prompts students to understand first, and then leave time to take notes. The third is to review in time after class. Because the content of immunology is abstract, there are many things to understand. If you don't review in time, it's easy to forget, but you can't understand its internal logical relationship. Students will find it difficult to remember if they can't remember it on the basis of understanding. The fourth is the summary of the demand stage. Because the chapters before and after immunology are closely related, the content of the former study further lays the foundation for the latter. If you don't learn the previous content well, the more "debts" you learn, the more difficult it is to understand the later content. Therefore, students are required to summarize what they have learned in the previous stage and arrange a certain amount of thinking questions; The fifth is the guided memory method. Because immunology is rich in content, it is difficult to remember. According to different chapters, guide students to use charts, outlines, lists and comparisons. Through the introduction of these methods, students not only acquire corresponding knowledge, but also improve their ability to acquire knowledge.
Posted in China Paper Download Center.