TARGET模式在医学心理学课程教学中的应用.docx

医学心理学是一门医学和心理学的交叉学科，既包括医学知识又涵盖心理学理论，已经成为一学生的一门必修学科。随着医学模式从传统的生物医学向社会医学模式的转变，医学心理学这门课程在医学教育中的地位愈发重要。同时，作为医学心理学课程的授课老师，不但要通过课程的教学，更要掌握学生的心理健康状况和存在问题，有的放矢的提高学生的整体心理健康水平。有研究表明，通过医学心理学的学习，学生的心理卫生水平明显提高，许多心理问题也得到了显著的改善，心理问题发生人数和发生率明显下降。传统的医学心理学教学模式是一种灌输式模式，这种教学模式不仅忽视了学生的创造性，而且也与医学心理学课程的实践性和探讨性本质相违背。针对这一现状，很多新的教学模式被提出包括案例教学法、体验式教学、慕课MOOCS教学法等，这些新的教学模式为医学心理学教学改革提供了新的方向和指导。1本文介绍了将TARGET模式应用于医学心理学的教学。这种模式主要通过六种课堂结构因素对学生的目标定向产生影响。该模式能够激发学生的学习动力，有利于学生掌握教学目标，提高教学效率和课堂质量。1.TARGET模式的构成要素及优势20世纪90年代，Ames提出了TARGET教学模式，该教学模式是基于成就目标理论和六种家庭结构，并结合大量的教学、心理学实验而提出的。2该教学模式主要阐述了在六种课堂结构要素构成的教学环境中，学生不同的学习动机、学习兴趣、课堂表现以及课堂效果。TARGET教学模式包括六种课堂结构因素： 任务设计（ task design） ；权力分配（ authority distribution）； 认可活动（ recognition practices）； 小组安排（ grouping arrangements）；评价活动（ evaluation practices） ；时间分配（ time allocation） ，这六个要素的首字母简称TARGET。这种教学模式强调提升学生的能动性和学生综合能力的提升，是一种掌握定向的教学模式，与医学心理学的教学目的相契合。3与其他众多的医学心理学的教学模式相比，TARGET模式的优越性在于它的能够通过新颖多样的课堂内容、互动性的学习氛围以及富有挑战性的学习任务，激发学生的内在潜力和学习动机，吸引学生学习兴趣，从而达到掌握教学知识的目的。42.TARGET模式应用于医学心理学笔者在医学心理学教学实践中引入TARGET模式，将六种课堂结构因素应用于教学实践，具体操作如下：2.1 设计合理的学习任务。医学心理学包含医学和心理学的双重内容，与医学生所学医学知识既有契合点又有不同之处，这就对教学提出了更多、更综合的要求。医学心理学的教学任务的设计既要贴合实际又要富有吸引性。这种教学模式也对教师提出了跟高的要求。任务的设计能够与学生紧密相关，而不能千篇一律，照本宣科，这样才能激发学生的学习兴趣，掌握学习内容。2.2 探索学生主导课堂的教学模式。与传统的教学模式不同，TARGET模式主张给学生更多的参与和决策机会，如让学生参与教学决策和教学质量的评估，以激发学生的内在学习动机。合理安排教学结构，提高学生在课堂可分配时间，变传统的要我学为我要学。学生在课堂的主动性和主导型能够增加学生的满足感和胜任感，成为课堂和知识的主人，主动的掌握知识。2.3 从多角度认可学生的进步。教师作为学生表现和努力的一个重要评判者，在学生目标产生和自我肯定中产生重要的影响。学生能够通过教师肯定得内容、原因和形式的差别来对自己的行为进行衡量。因此，教师在课堂中应当关注每一个学生的进步，多给予肯定和支持，为学生定项目标的建立提供动力。2.4 采用分组模式，培养掌握目标。在课前事事先布置将要讨论的问题，要求学生查阅有关资料，课堂上分组进行讨论，每个学生都要发言，最后，由教师进行总结。这种分组模式能够培养学生的团队协作能力，激发学生主动学习的动力，同时，学生可以从每个小组不同的观点中提炼出对知识的关键点。分组模式还能够淡化个体差异，通过凝聚小组成员的智慧来减弱个体差异对于学生的不良影响。2.5 采用个体化的评价体系。传统的教学模式以最终考核成绩作为评价学生能力的唯一指标，这一评价手段忽略了学生之间的个体化差异，对学习努力进步明显但是总体成绩不佳的学生相对不公平。TARGET 模式更加注重通过学生的个体化评价，通过学生的课堂表现、努力程度和进步情况等来综合评价，这样才不会挫伤学生的积极性。2.6 根据能力差异分派学习任务。承认个体差异的TARGET 模式的一个重要思想。根据学生的个人特点合理、科学的分配学习任务，给学生更大的主动权，允许学生以课程目标为导向，结合自身情况确定学习进度和学习目标，因材施教。3.结论本文通过对TARGET教学模式的六个课堂要素应用于医学心理学进行分析，旨在提高医学心理学的教学质量，激励学生自主学习的动力和兴趣。但是，在应用TARGET模式的同时，还应注意到，该模式发挥效果很大程度取决于学生的自我约束力和自我管理能力。因此，应用TARGET模式更需要教师加强对学生的监督管理，培养学生的自我约束能力，以达到提升教学质量的目的。Medical psychology is a medical and psychological cross discipline, including medical knowledge and covers the psychological theory, has become a student of a compulsory subject. With medical model from the traditional biomedical medicine pattern transformation to the society, the status of medical psychology this course in medical education is increasingly important.At the same time, the medical psychology course teaching teachers, not only should through the course of teaching, more to master students mental health status and existing problems, targeted to improve the mental health level of students. Research has shown that through the study of medical psychology, the students psychological health level increased significantly, many psychological problems also are improved significantly, the psychological problems occurred and incidence in significant decline.Traditional medical psychology teaching mode is a kind of non-computer majors, this kind of teaching model not only ignored the students creativity, but also with the practicality and discusses the nature of the medical psychology course. For this situation, many of the new teaching model was put forward, including case teaching, the experience type teaching lesson for MOOCS teaching method and so on, the new teaching mode for medical psychology teaching reform provides a new direction and guidance. 1This paper introduces the TARGET model was applied to the teaching of medical psychology. This model mainly through six class structure factors to influence the students goal orientation. This model can stimulate students learning motivation, be helpful for students to master the teaching goals, improve teaching efficiency and quality of the classroom.1. The TARGET mode of constituent elements and advantagesAmes in the 1990 s, puts forward the TARGET, teaching mode, the teaching mode is based on the theory of achievement goal and six kinds of family structure, and combined with a large number of teaching, the experiment of psychology. 2 the teaching mode is mainly expounded in six kinds of structure elements classroom teaching environment, students different learning motivation, learning interest, the effect of classroom performance and class.TARGET teaching mode including six class structure factors: the design of the task (task design); The distribution of power (authority distribution); Recognition activities (recognition practices); Group arrangement (grouping arrangements); Evaluation activities (evaluation practices); Time distribution (time allocation), the first letter of these six elements referred to as the TARGET. This kind of teaching mode emphasize improve the initiative of the students and the improvement of students comprehensive ability, is a kind of master orientation teaching mode, and the teaching aim of medical psychology. 3Compared with many other medical psychology teaching model and TARGET model is that it can through the advantages of novel and diverse content, interactive classroom learning atmosphere and challenging learning tasks, stimulate students potential and learning motivation, attract the students interest in learning, so as to achieve the aim of teaching knowledge. 42. The model of TARGET in medical psychologyThe TARGET mode, introduced in medical psychology teaching practice, six class structure factor was applied to teaching practice, the concrete operation is as follows:2.1 reasonable design of learning tasks. The double content of medical psychology include medical and psychological, and medical students learn both the quality of medical knowledge is different, it is put forward for teaching more and more comprehensive requirements. Medical psychology teaching task design want both realistic and attractive. This teaching mode is put forward for teachers with high requirements. The design of the task can be closely related to students, but not the same, just read it, so as to stimulate students interest in learning, learning content.2.2 students dominated the classroom teaching mode. Different from the traditional teaching mode, the TARGET mode advocated to give students more opportunities for participation and decision-making, such as to let the students participate in teaching decision making and the quality of teaching evaluation, to stimulate students intrinsic motivation. Reasonable arrangement of teaching structure, improve the students in the classroom can allocate time, change the traditional want me to learn to I want to learn. Initiative of students in the classroom and leading to increase the students satisfaction and the feeling of competence, become the master of class and knowledge, knowledge actively.2.3 recognition from various angles the progress of students. Teacher as an important judge of student performance and efforts, in the students goals and self-esteem have important influence. Students can through the teacher must have the difference of content, reason and form to measure for their actions. Therefore, the teacher in class should focus on the progress of each student, give affirmation and support, for students to build power set target.2.4 using the model group, develop mastery goal. Things arrangement will be discussed in advance before the class, students are required to refer to relevant data, group discussion in class, each student should speak, finally, summarize by teachers. This grouping mode can cultivate the students team cooperation ability, stimulate students active learning motivation, at the same time, students can be derived from each group different points of view on the key points of knowledge. Grouping pattern can also fade out individual differences, by condensing the wisdom of the team members to weaken the negative effects of individual differences in students.2.5 the individualized evaluation system. The traditional teaching mode in the final examination scores as the only index for the student ability evaluation, the evaluation means ignoring the individual differences between students, efforts for the learning progress obviously but the overall result of poor students is relatively fair. Pay more attention to the evaluation of students individualized TARGET model, through the students classroom performance, degree of efforts and progress to the comprehensive evaluation, so as not to affect the enthusiasm of the students.2.6 according to the different ability assigned learning tasks. Admit the individual differences