Abstract：Objective To study the method and effect evaluation of using Presentation-Assimilation-Discussion classroom teaching method to improve students′ core literacy in neurobiology courses. Methods In September 2019, 98 students on the elective neurobiology course at Chengdu Medical College were enrolled as the research subjects. Presentation-Assimilation-Discussion classroom teaching method was used in teaching, and questionnaires were used to evaluate the core qualities that students wanted to improve and the effect of cultivating core qualities in the Presentation-Assimilation-Discussion classroom teaching system. Results The core competence that students wanted to improve before starting the course was self-study ability, critical thinking ability, innovation ability, communication and expression ability and cooperation ability. The students′ core literacy ability after the implementation of Presentation-Assimilation-Discussion classroom was higher than that before the implementation, and the difference was highly statistically significant (P ＜ 0.01), among which the improvement of self-learning ability was the most obvious. Conclusion Presentation-Assimilation-Discussion classroom teaching method improves students′ core quality, conforms to students′ development requirements, and promotes the development of medical education.
刘巧凤 梁芸丹 樊萌 陈玮 官璇 王昕▲. 对分课堂教学体系对培养大学生核心素养的效果评价[J]. 中国医药导报, 2020, 17(19): 55-57,61.
LIU Qiaofeng LIANG Yundan FAN Meng CHEN Wei GUAN Xuan WANG Xin▲. Evaluation of the effect of Presentation-Assimilation-Discussion classroom teaching system on cultivating college students′ core literacy. 中国医药导报, 2020, 17(19): 55-57,61.
2020, Vol. 17 
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