藉由互動性教學系統提昇醫學院課堂講授教學成效

Improving the Effect of Lecturing in Medical Education via the Classroom Response System

廖世傑(Shih-Chieh Liao) ； 吳錫金(Hsi-Chin Wu) ； 黃崑巖(Kun-Yen Huang) ； 陳偉德(Walter Chen)

《Journal of Medical Education》 11卷2期 (2007/06) Pp. 74-79

https://doi.org/10.6145/jme.200706_11(2).0008

摘要

課堂講授是醫學教育中主要教學方法，其優點在於可以有系統地將知識傳授給學生，但礙於一般學生在課堂間並不踴躍於表達自我對課堂傳授知識的疑問或看法，因此課堂講授易流於單向知識傳授，也缺乏課堂間師生互動，更遑論引起學生創造力與反思能力。課堂互動性教學系統是藉由學生一人一具的遙控器，可以立即答覆教師所提問題。其特點在於教師可以得到所有學生對課堂的回饋，增進師生互動。同時，藉由即時師生互動，教師可以明白學生學習成效與個別差異，進行教學調整補救教學，提昇課堂講授之教學成效。本文介紹課堂互動性教學系統，以期引用於醫學教育，達成醫學教育白皮書所要求的課堂中師生互動，冀以提昇醫學教育成效。

關鍵字

課堂互動性教學系統 ； 課堂講授 ； 教學成效

並列摘要

Lectures have long been one of the major teaching methods used in medical education. The advantage of lecturing is that it allows a systematic presentation and planned delivery of discrete content to students. The disadvantage of lecturing, however, is that students generally do not like to respond to the instructor in the class and therefore lecturing can easily become a one-way transfer of knowledge. As a result, the instructor-student interaction is not a major feature of traditional didactic lectures, not to mention the student's development in creative and reflective cognitive abilities. The classroom response system (CRS) enables the instructor to collect students' responses via student remote controls. From these spontaneous responses, the CRS enables the instructor to gain information about the students' learning and individual differences so as to adjust and plan the method of teaching accordingly. This article discusses the use of the CRS in medical education and its potential for assisting medical educators to enhance the instructor-student interaction and teaching effectiveness.

並列關鍵字

classroom response system ； lecturing ； teaching effect

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