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International Science Research Vol.3 No.3.jpg
학술저널

基于元认知理论的研究生课程思政案例教学创新与实践

以《医疗卫生法律法规》为例

元认知是对认知的认知,其与案例教学结合的优势体现在学生通过重新认知案例教学过程和学习行为,可以强化案例教学的效果。本研究是在研究生《医疗卫生法律法规》课程中开展基于元认知的案例教学以期对课程思政的教学方式进行创新。基于元认知的案例教学实践分为四个部分:制定教学目标、形成课程思政案例微课库、开展案例教学和教学评价。学生评价结果表明,基于元认知理论进行课程思政案例教学能显著提升学习效果,计划、监控和调节是提升元认知能力的三大策略。

Metacognition is the cognition of cognition, and the advantage of its combination with case teaching is reflected in that students can strengthen the effect of case teaching by re-recognizing the process and learning behavior of case teaching. This study is to carry out metacognition-based case teaching in the course of Medical Health Laws and Regulations for postgraduate students in order to innovate the teaching methods of ideological and political education. The practice of case teaching based on metacognition is divided into four parts: formulating teaching objectives, forming the micro-class library of curriculum ideological and political cases, carrying out case teaching and teaching evaluation. The evaluation results of students show that the course case teaching based on metacognitive theory can significantly improve the learning effect, and planning, monitoring and adjustment are the three strategies to improve the metacognitive ability.

引言

1. 基于元认知理论开展课程思政案例教学的优势

2. 基于元认知理论开展课程思政案例教学的实践

3. 基于元认知理论实开展课程思政案例教学的反思

参考文献

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