一些方法方法激活了医学技术专业学生在生物学课上的认知兴趣。

IF 0.2 Q4 MEDICINE, GENERAL & INTERNAL
V. N. Baranov, A. S. Kachalin, M. S. Bochkov, D. Y. Kadochnikov, S. Yegorov
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引用次数: 0

摘要

研究目标。确定现代教学观念在生物课程中培养医学技术专业学生认知兴趣的可能性。研究技术。理论方面:对某一研究问题的心理学和教育学方法文献进行分析,对某一研究问题进行理论-方法分析,开发其在生物学训练中实现的方法基础;运用仿生学元素开展生物学讲座和实践训练的方法。经验-监督,对话,提问,制作多媒体演示文稿,开展互动讲座和实践培训,并分析与他们合作的结果。材料和方法。201000.62 -“生物技术系统与技术”(本科)方向第一期培训学员。结果。可以将以下几点带到积极的时刻:在互动式讲座中,有一种倾向于将动机转变为外部对内部的教育活动;基于互动性的教学接待,更容易保持观众的注意力;利用问题情境,有选择地让学生参与教育活动是可能的;当采用深思熟虑的方式时,与受众的交流过程更加自然,接近师生系统中发展关系的合作。接下来的时刻可能会变得消极:教学过程变得更加紧张,要求教师更加专注于培训材料,并随时准备和有能力进行讨论;提供培训材料的互动形式有时具有较小的信息特征;学生并不总是准备好这种形式的教育活动,往往表现为无法进行自由对话,无法分配有用的信息;教师在职业期间维持某一科目的费用是必要的。结论。研究结果揭示了互动式课堂教学的积极面和消极面。在生物互动式教学中,传统的课堂阅读被排除在外。学生在所有职业中都有工作,老师有机会评估每个学生的工作。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Некоторые методологические приемы активации познавательного интереса на занятиях по биологии у студентов медико-технического профиля
Research objective.  Identification of possibility of the modern pedagogical receptions in development of cognitive interest in students of a medico-technical profile at biology lessons. Research techniques.  The theoretical: the analysis of psychology and pedagogical and methodical literature on a research problem, the teoretiko-methodical analysis of a studied problem, development of methodical bases of its realization in biology training; approach to carrying out a lecture and practical training in biology with bionics elements. The empirical – supervision, conversation, questioning, manufacture of multimedia presentations for carrying out an interactive lecture and practical training and the analysis of results of work with them. Material and methods.  Students of the 1st course being trained in the direction of preparation 201000.62 – “Biotechnical systems and technologies” (bachelor degree). Results.  It is possible to carry the following to the positive moments: within interactive lecture there is a tendency to motivation change to educational activity with external on the internal; the pedagogical receptions based on interactivity, allow to keep attention of audience easier; using problem situations, it was possible to involve pupils in educational activity selectively; when using considered approach process of communication with audience gains more natural character, approaching developing relationship in teacher student system to cooperation. It is possible to carry the next moments to the negative: process of teaching becomes more intense, deman­ding from the teacher of larger concentration on a training material, and constant readiness and ability to conduct discussion; the interactive format of giving of a training material sometimes possesses smaller informational characteristics; students are not always ready to such format of educational activity that is often shown in inability to carry on the free dialogue, inability to allocate the useful information; padding expenses are necessary from the teacher on maintaining of a subject matter during occupation. Conclusion.  As a result of the conducted research were revealed both positive, and the negative sides of interactive lecture. At an interactive method of teaching of biology, traditional reading of lecture was excluded. Students worked during all occupation, and the teacher had opportunity to estimate work of each student.
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Byulleten Sibirskoy Meditsiny
Byulleten Sibirskoy Meditsiny MEDICINE, GENERAL & INTERNAL-
CiteScore
0.70
自引率
50.00%
发文量
102
审稿时长
8 weeks
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