Introduction: Histology and embryology have many contents, which are complex and difficult to understand, and it is easy to get bored when learning to read. My teaching experience in histology and embryology. Welcome to read!
On the teaching experience of histology and embryology 1 Histology and embryology is an important basic subject of medical morphology in medical colleges, which studies the relationship between normal microstructure and function of human body, as well as the basic process and changing law of human embryo development. Some people describe anatomy as a landscape under a scalpel, and histology and embryology can also be described as a landscape under a microscope [1]. This subject has gradually penetrated into the normal fine structure of human body from the general structure, so it requires higher learning ability of students. Students must understand and master the relationship between normal histological structure and microstructure and physiological function, and make clear its specific position and function. There are many research methods in this course, and there are many problems such as complicated and boring content, and the system between chapters is not strong, and there are many nouns that need to be memorized and mastered, which brings certain learning difficulties to learners and shallowness to their teaching experience. The author explores and practices how to teach this course well, and summarizes the following aspects.
1. textbook selection, curriculum design and orientation
Histology and embryology are two independent disciplines that have developed from macro to micro with the appearance of microscope, and are classified according to different research methods. Traditional Chinese medicine colleges accept liberal arts students, so the biological basis of students is very different. Therefore, this aspect should be considered in the selection of teaching materials, and the teaching materials suitable for Chinese medicine specialty should be selected.
Most students study histology and embryology after studying anatomy. Students have a preliminary understanding of human body structure and some functions of some structures, and it is easier to learn again. However, some professional students have no basic courses such as anatomy, so it is difficult to learn. This also requires higher teachers. Histoembryology involves four levels: tissue, cell, subcellular and molecular, and is the basic subject of many disciplines. Therefore, students should fully understand the academic status of histology and embryology at the beginning of class, which is the basis for learning other basic medical courses and clinical medicine. The close relationship between morphological structure and function is an important basic method to study histology and embryology.
2. Teacher preparation
Teachers should make full preparations before class. A variety of teaching modes can be adopted, such as PBL teaching method, multimedia teaching method and case teaching method [2]. Do a good job of courseware before class, and consult more clinical cases, cutting-edge research trends, advanced experimental techniques and unresolved problems related to each chapter when preparing lessons at ordinary times, and summarize them so as to integrate them with the theoretical knowledge in the textbook, so that quotations can be inserted when explaining the content; Increase classroom vividness, enrich teaching content and cultivate students' interest. For example, when telling the content of nerve tissue, we can introduce the process of discovering the complete structure of neurons. Neurohistologists Gorky and Cahal developed silver nitrate staining, which made us see the true face of neurons, thus revealing the rich and complex world of neurons and laying the foundation for neuroscience. Teachers themselves should have a strong sense of responsibility and professionalism, and skilled experimental skills can also play a subtle role in improving students' interest in learning and mastering experimental skills.
3. Improve students' self-study ability
Due to the limitation of class hours, some chapters of histology and embryology are designed as self-study content, so it is necessary to strengthen students' self-study ability and interest in learning. In the teaching process, teachers should not only explain, enlighten and summarize, but also combine professional content with society, history, literature and art, so as to stimulate students' interest in reading and learning, inspire their thinking, expand their knowledge, make teaching pregnant with humanistic connotation and enhance humanistic atmosphere. For example, if the contents of the endocrine system are introduced into the human body, dwarfism will be formed because of the lack of a hormone. In the ancient court, dwarfism was regarded as a doll of the aristocratic class. At present, the shortest dwarf Nepalese is only 0.546 meters tall and won the Guinness World Certificate on February 26, 20 12. Shortness is caused by too little secretion of growth hormone in the process of growth and development. Guide students to think about what diseases will be caused by too little or too much secretion of some hormones in the body and the reasons for too little secretion, and stimulate students' interest in learning. For some difficult contents, students can be guided to inquire about relevant literature and clinical data to deepen their understanding and application. At the same time, we can also recommend some medical science and education films for students to watch after class, so that students can not only be limited to the textbooks they have studied, but also broaden their learning horizons through channels such as the Internet and reference books.
4. Improve students' enthusiasm for learning
Histology and embryology are complicated and difficult to understand. Learning to read is easy to produce a boring feeling. A small number of students are just trying to cope with the exam, which makes the teaching effect poor. How to improve students' learning enthusiasm is very important for teaching effect and mastering the knowledge of histology and embryology. Interest in learning is the key to improve teaching quality and achieve good teaching results. Therefore, adopting flexible teaching methods and means according to different contents and chapters is helpful to cultivate and improve students' interest in learning. Moreover, in the teaching process, multimedia teaching and other teaching modes are properly applied to form a reasonable teaching structure, so as to avoid or reduce the shortcomings of boring and monotonous traditional teaching methods, make the course content more intuitive, novel and vivid, and enhance students' interest in learning [3]. In addition, we should pay attention to the interaction between teachers and students in classroom teaching. In the teaching activities of teacher-student role exchange, a good teaching atmosphere has been created, at the same time, the distance between students and teachers has been effectively narrowed, the interaction between teachers and students in teaching interaction has been strengthened, the interest of students in learning organizational embryology has been fully mobilized, and finally the classroom teaching effect has been improved [4]. For example, when observing the sexual reproductive system of men and women, students are guided to consult some common causes of male and female infertility before class, and the structure observed in the experimental class is discussed, and the teacher summarizes and corrects misunderstandings.
5. Open students' laboratories and encourage students to participate in experiments after class.
It is positive to add operational experiments to the experimental teaching of histology and embryology. However, due to the limitation of experimental teaching hours, experimental places and teachers, not all students can participate more in experimental teaching, especially some experiments with long periods, which limit students' participation in the usual classroom. In order to improve the teaching level and strengthen quality education, we encourage students who are interested in scientific research to participate in scientific experiments by tutors in their spare time. For some excellent students, tutors guide students to sort out experimental data and write experimental papers. In short, in the experimental teaching of histology, we should fully mobilize students' learning enthusiasm and guide them to change from hard study to happy study and from learning to learning.
To sum up, from the teaching experience of histology and embryology, it can be concluded that this is a necessary basic course with a high degree of combination of theory and experiment, mutual cooperation between teachers' teaching and students' self-study, rigorous course content and vivid integration of teaching forms. Understanding the characteristics of this course is the prerequisite for a good course. By carefully selecting teaching materials, designing and positioning the course, innovating teaching modes and methods, paying attention to pre-class preparation, fully stimulating students' learning interest and ability, creating more experimental opportunities, this course will be taught more vividly and brilliantly.
On the teaching experience of histology and embryology 2. With the development of society, there has been more blending and infiltration between industries. For example, some medical institutions need some non-medical professionals, who may be more engaged in management and details of some internal affairs in hospitals. On this basis, in order to meet the needs of social development, medical colleges and universities have successively opened some medical knowledge learning courses for non-medical personnel.
1 learning characteristics of histology
Mastering the organizational principle of 1. 1 is the core of organizational learning.
Histology, as a science and technology, the core of its learning is to master the organization principle, thus guiding the specific operation steps of relevant personnel, helping relevant personnel to deal with the problems in operation in time according to the experimental results, thus reducing the confusion when the results are unexpected.
1.2 Independent operation is the way to master histological techniques.
Practice is the key to learning medical histology. Only through practice can students acquire the essence of histology knowledge, and practice requires students to operate independently. In the study of histology, students can often verify the theoretical results under the guidance of teachers, but their own operations will lead to the inconsistency between the experimental results and the theory, because they do not pay attention to the details of the experimental operations.
2. The significance of offering an introduction to basic medicine.
Introduction to basic medicine is an important course to help medical students and non-medical students understand the general situation of medicine and master the necessary basic medical knowledge on the basis of computer, management and English learning. It mainly includes human anatomy, biochemistry, pathology, histology and embryology, pharmacology and other related medical courses. Introduction to basic medicine is a brief summary of basic medical knowledge and technology, which can help professional and non-professional medical personnel to have a basic understanding of human tissue structure, physiological structure, disease occurrence and other issues, and lay the foundation for medical personnel to carry out different medical activities. Introduction to basic medicine pays more attention to the cultivation of subjectivity and creativity of non-professional medical personnel, aiming at improving students' comprehensive quality and laying a foundation for their future medical-related work. For example, in the future, medical personnel engaged in law major should pay attention to cultivating their medical legal ability and instill certain medical knowledge into them on the basis of mastering legal knowledge; Medical personnel engaged in information management should strengthen medical knowledge in hospital management and hospital information system development. As a subject that studies human body, shape, functional structure and disease development, the introduction to basic medicine covers the necessary medical knowledge for beginners and can lay a foundation for their in-depth medical study. It can be seen that the introduction of basic medicine is of great significance for cultivating medical compound talents.
3 problems in the teaching of basic medical introduction
3. 1 There was a lack of communication among all subjects before.
There are two main teaching modes of introduction to basic medicine. First, according to the order of compiling textbooks, different teachers undertake different teaching contents and explain them in different disciplines; The other is to explain the contents of each medical system in different systems after connection. Many schools explain by subject, so that teachers can prepare more lessons. Under the heavy teaching task, they can't analyze and contact the links between disciplines, which leads to the phenomenon of lack of communication between disciplines and even the problem of knowledge disconnection.
3.2 In the face of a wide variety of teaching content, the class schedule is not enough.
The study of basic medical introduction involves a wide range of knowledge, but the school has not arranged enough class hours for various reasons, which leads to students' insufficient understanding of many knowledge points in the study of basic medical introduction. For example, when the teacher is explaining the introduction to histology, some students have no concept of cells, so it is difficult for them to further understand the concept of eosinophilia.
3.3 students lack awareness of learning
The teaching content of Introduction to Basic Medicine is boring, complicated and theoretical, which requires students to study on the basis of chemical and biological knowledge. However, some liberal arts students have never been exposed to chemistry and biology, and their learning foundation is weak; At the same time, some students think that the study of introduction to basic medicine is useless for their future development, which leads to their rejection of the subject.
4 the significance of introducing histology into the teaching and research of basic medical introduction
The organizational teaching of non-medical majors is generally reflected by students in the teaching process. The main reasons are as follows: ① Many students are non-medical liberal arts students, so it is difficult to understand basic medicine that they have never been exposed to. In addition, some students do not pay enough attention to the content of histology in the introduction to basic medicine, and think that the content of histology in the introduction to basic medicine is not important; (2) Teachers do not properly grasp the depth of teaching content in teaching, which brings a burden to students' learning; ③ Some contents involved in histology require students to have a deep understanding of microstructure and ultrastructure, and they need to take experimental classes to understand histology, but there are often no experimental facilities in schools. Based on the above problems in histology teaching, it is more necessary to incorporate them into the teaching research of basic medical introduction, which can better assist the study of histology.
5. Exploration on the integration strategy of histology in the teaching of basic medical introduction.
5. 1 Reorganize the teaching plan and cut down the teaching content appropriately.
The syllabus requires different levels of learning content for medical students and non-medical students. The selection of the course content of Introduction to Basic Medicine of Histology should aim at cultivating certain medical knowledge and promoting the professional development of non-medical students. Teachers should also pay attention to students' acceptance ability in teaching, so as to make the key points prominent and explain profoundly. In addition, histology has less class hours in the teaching of basic medical introduction, which requires teachers to master the teaching content on the basis of rich teaching experience and appropriately delete courses irrelevant to the teaching focus. It is necessary to realize the communication between histology and other subjects before class, realize the reasonable and unified planning of teaching content, and ensure the systematicness and integrity of teaching content by properly and accurately connecting class hours. In the teaching of introduction to basic medicine, the four basic organizational contents of histology are the focus of teaching. Because of the lack of class hours, teachers don't need to explain organs in a unified way, but cut down the content appropriately and choose representative organs to teach, so as to guide students to strengthen their overall understanding of human body structure on the basis of clarifying the relationship between tissues and organs.
5.2 to achieve a variety of teaching methods to improve students' interest in learning.
First of all, the application of multimedia electronic projection teaching can simplify the observation object, scientifically select representative pictures according to the teaching needs, and show the organizational structure of various organs and parts of the human body from different angles and levels. Through the integration of multimedia information with graphics, text, sound and animation, multimedia courseware with dynamic effect is made to realize the application of sound, light and electricity technology in teaching, fully mobilize students' various senses and strengthen their understanding of organizational structure. Secondly, in organizing teaching, we should start with function, gradually introduce structure, and change the traditional teaching order of structure first. For example, in the teaching of hollow organs, teachers can start with the well-known common sense of human digestive and absorptive organs, guide students to gradually analyze the digestive and absorptive areas of small intestine from function to structure, such as villi and microvilli, and then show the organizational structure of small intestine wall under microscope through multimedia courseware to strengthen students' perceptual knowledge of histology; Through blackboard writing design, the four-layer decomposition structure of pipe wall is displayed to deepen students' understanding of knowledge; Finally, the animation effect made by small intestine absorption and digestion is over. Through the teaching demonstration from static to dynamic, the boring classroom will become vivid and stimulate students' enthusiasm for learning.
5.3 Adjust the teaching methods in time to make clear the key points and difficulties of teaching to students.
In order to let students better absorb the knowledge of histology, teachers should preview the students before class, summarize the key points and difficulties of the teaching content in time during the course, strengthen the students' ability to relate the knowledge learned before and after the course, and summarize the content in the form of tables, brackets and pictures after the course explanation, so as to strengthen the students' combing of the knowledge points. For example, when teaching the characteristics of neuron structure, teachers should summarize the characteristics of neuron structure in short words in time; When explaining the lung airway, teachers should simplify the terms involved in the lung airway and summarize the characteristics of the structural changes of the lung airway in concise language, such as "three decreases and two increases", that is, the number of ring cells, glands and cartilage blocks decreases, and the wrinkles of smooth muscle and mucosa increase. By simplifying the formulation of the formula, students can better remember the knowledge of histology and strengthen their interest in learning.
5.4 Choose flexible assessment methods to cultivate students' analytical ability.
Introduction to basic medicine is a course for non-medical students to help them understand basic medicine. The goal of the course is to make them understand medicine, not to make them all engage in medical work. Therefore, the forms of histology examination in basic medicine should be diversified as much as possible, and the forms of open-book examination can also be appropriately selected. The examination should focus on comprehensive applicable questions and reduce some blunt theoretical examinations. Students can answer questions by consulting relevant materials and gradually cultivate their comprehensive analytical ability, instead of turning themselves into nerds who lack theoretical practice and only memorize. For example, students can analyze the formation and excretion of urine according to the introduction of basic medicine and the knowledge of histology and embryology; Combined with the knowledge of histology and physiology, the transmission of nerve impulse at neuromuscular junction was analyzed.
5.5 Develop students' dynamic spatial thinking ability through image examples.
Histology is a morphological discipline, and the flexible use of biological microstructure is the ultimate goal of histology teaching. However, at present, the teaching of histology, whether it is picture selection or observation experiment, adopts plane two-dimensional images, which does not realize the true reproduction of organizational structure and cannot cultivate and enhance students' dynamic spatial thinking ability. This requires developing from two-dimensional graphics to three-dimensional graphics through image examples in histology teaching, so as to help students truly master the fine structure of the body.
5.6 Keep pace with the times and constantly enrich the teaching content of histology.
As a dynamic discipline, the development and research of histology are constantly changing. Therefore, the teaching of histology should keep pace with the times and enrich the teaching content of histology. On the basis of consulting a large number of histology textbooks, teachers should obtain the latest clinical application knowledge related to histology through the network, and transmit the obtained information to students in an appropriate way, so as to realize flexible treatment of the originally boring teaching and continuously stimulate students' interest in learning. For example, when teaching pancreatic tissue structure and functional structure, teachers should teach students the latest radical treatment methods for type I diabetes, stimulate students' curiosity about pancreatic tissue structure, and encourage students to learn histology.
6 abstract
Histology is a basic course in the teaching of basic medical introduction, and its teaching results are of great significance for students to learn other aspects of medicine in the future. Therefore, relevant personnel should actively improve the teaching methods of histology, carefully study the teaching materials of histology, master the connection between histology and other medical disciplines, form a self-knowledge system of histology, continuously stimulate students' interest in learning and improve the learning effect. In addition, in teaching, we should realize the effective combination of knowledge explanation and students' thinking, attach importance to students' classroom performance, and adopt heuristic and diversified teaching methods to guide students to solve problems. On the basis of the introduction of basic medicine, teachers should simplify the knowledge of histology in a limited time, effectively integrate the content of histology into the course of introduction of basic medicine, and realize the real understanding of histology knowledge by non-medical students.
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