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首页> 美国卫生研究院文献>Journal of Undergraduate Neuroscience Education >Techniques and Technology to Revise Content Delivery and Model Critical Thinking in the Neuroscience Classroom
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Techniques and Technology to Revise Content Delivery and Model Critical Thinking in the Neuroscience Classroom

机译：在神经科学课堂中修改内容交付和模型批判性思维的技术

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Undergraduate neuroscience courses typically involve highly interdisciplinary material, and it is often necessary to use class time to review how principles of chemistry, math and biology apply to neuroscience. Lecturing and Socratic discussion can work well to deliver information to students, but these techniques can lead students to feel more like spectators than participants in a class, and do not actively engage students in the critical analysis and application of experimental evidence. If one goal of undergraduate neuroscience education is to foster critical thinking skills, then the classroom should be a place where students and instructors can work together to develop them.Students learn how to think critically by directly engaging with course material, and by discussing evidence with their peers, but taking classroom time for these activities requires that an instructor find a way to provide course materials outside of class. Using technology as an on-demand provider of course materials can give instructors the freedom to restructure classroom time, allowing students to work together in small groups and to have discussions that foster critical thinking, and allowing the instructor to model these skills.In this paper, I provide a rationale for reducing the use of traditional lectures in favor of more student-centered activities, I present several methods that can be used to deliver course materials outside of class and discuss their use, and I provide a few examples of how these techniques and technologies can help improve learning outcomes.
机译：本科的神经科学课程通常涉及高度跨学科的材料，并且经常有必要利用课堂时间来回顾化学，数学和生物学原理如何应用于神经科学。讲授和苏格拉底式的讨论可以很好地为学生提供信息，但是这些技术可以使学生比课堂上的参与者更像观众，并且不能积极地让学生参与实验性证据的批判性分析和应用。如果本科神经科学教育的目标是培养批判性思维能力，那么教室应该是一个让学生和讲师可以共同发展的地方，学生可以通过直接与课程资料接触并与他们讨论证据来学习如何进行批判性思维。他们的同龄人，但是要花些时间在课堂上进行这些活动，则需要教师找到一种在课堂以外提供课程资料的方法。使用技术作为课程材料的按需提供者可以使教师自由地调整课堂时间，允许学生以小组形式一起工作并进行讨论以培养批判性思维，并允许教师对这些技能进行建模。 ，我提供了减少使用传统讲座以支持更多以学生为中心的活动的理由，我提出了几种可用于在课堂外提供课程资料并讨论其使用方式的方法，并提供了一些有关这些方法的示例。技术可以帮助改善学习成果。

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