ABSTRACT
In order to improve the comprehensive quality and innovation ability of undergraduates, we integrate the pharmacognosy, natural medicine chemistry, pharmaceutical chemistry, pharmaceutical analysis, pharmacy, pharmacology experiment module in accordance with the drug development program, to construct multidisciplinary innovative pharmaceutical experiment course. Besides, we carry out teaching with scientific research mode, scientific evaluation to assess the effects and making analysis to expose the prob-lems, which lay a solid foundation for establishment of the innovative pharmacy experiment in the future.
ABSTRACT
At present,pharmacy experiment is mainly in accordance with the traditional teaching mode,and students mechanically complete the experiments according to the demonstration of teachers.There is lack of interaction between teachers and students,and students lack independent thinking and experimental content innovation,which lead to the inefficient teaching effects.By flipping the classroom in the pharmacy experimental teaching,teachers prepare teaching courseware,teaching video and learning tasks before class,in class emphasize the experiment key and the difficult point,and carry on the preliminary experiment,and after class,summarize and analyze the practical problems that students have in the experiment,which have effectively aroused students' professional interest in learning and promoted their practical operation and independent thinking ability,and achieved good teaching results.
ABSTRACT
Objective To explore the differences of teaching effectiveness between the traditional experimental teaching method and the new one which is based on four steps of principle,design,correction and experiment.Method Stratified sampling method was used,and 120 students were divided into control group and experimental group.Taking the case of the preparation of powder,the two methods mentioned above were used respectively.The advantage of the new teaching method was that teachers only explained the experimental principle rather than the detailed process,and students designed the process and quality control standard by reviewing literatures.Through interactive evaluation between teachers and students,teaching effectiveness of the two methods was evaluated,and Excel and SPSS were applied for statistical analysis.Result There were no significant differences between the two groups in the aspects of experiment preparation,basic skills of experiment and understanding of knowledge (P＞0.05),but in the aspects of experiment initiative,degree of cooperation and the enthusiasm of asking questions there existed significant differences (the values of P were 0.000、0.012、0.000,respectively,P＜0.05).More than 95％ of students thought the new teaching method not only could more effectively improve the ability to analyze and solve problem but also develop the capacity for self-learning and innovation.In addition,it could improve the ability to collect information and psychological quality,and cultivate scientific and rigorous attitude.Conclusion Compared to the traditional experimental teaching method,the new one based on four steps of principle,design,correction and experiment emphasized the subjective initiative,and teachers played a directive role.This method provided the space for students to think,explore,discover,and create.In addition,it could strengthen student's practical ability and the ability to design preparation process independently.