将细胞膜的知识贯穿在人体解剖生理学教学中

在人体解剖生理学的教学过程中应该注重循序渐进、由浅入深,在教材相关内容的教学中融入细胞膜的知识,可以起到"以旧导新"的作用,并帮助学生更好地理解所学的知识,培养学生全面分析和解决问题的能力,进一步激发学生的创造性思维能力。本文对将细胞膜的知识贯穿在与人体解剖生理学教学中进行了研究和探讨。     

介绍“人体解剖生理学”

人民教育出版社出版的“人体解剖生理学”的前身就是去年出版的“生理卫生学”,关于这一新型的课本我曾写过一篇介绍文章(本刊1953年,1-2月号,71-73页).在“生理卫生学”出版后,不久中央人民政府教育部所编订的中学生物教学大纲(草案)首先在本刊上发表了(第一卷,第三期,146-163页),对于这个草案的人体解剖生理学部分我也曾表示了我的意见(本刊1953年,5月号,201-203页).现在生物学通报编辑委员会又要我写一篇关于“人体解剖生理学”的书评,这一篇书评可真不好写,因为“人体解剖生理学”的内容和“生理卫生学”的内容基本是相同的. 其实,无论是教育部编订的中学生物教学大纲(草案),人民教育出版社的“生理卫生学”与“人体解剖生理学”,或是东北人民政府教育部编辑的“人体解剖生理学”,它们都是根据苏联的先进教学经验与教科书而编写的,关于它们的许多优点过去我已经提到,现在也不必重复.阅读了     

自己的身体是教好人体解剖生理学最好的“教具”

为了教好人体解剖生理学,作者曾千方百计的运用和创制各种教具。有时还要创造条件做一些实验,以加强教学的直观性,这是完全必要的。而人体解剖生理学研究的对象,就是人自己的身体,在教学过程中,若经常注意结合教材的内容,恰当的运用自已的身体做“教具”,则比任何直观教具更为生动、具体和确切。现在谈谈体会。 1.在自己身体上摸得到的就该让学生摸一摸:如     

根据人体解剖生理学的特点怎样使学生易于理解和巩固知识

正确的贯彻教学原则和采用相应的教学方法,是使学生理解和巩固知识的重要手段。作者仅就人体解剖生理学这门学科的特点,在教学中贯彻人体是一个统一的整体和器官的构造跟机能相适应的观点,来谈谈怎样使学生理解和巩固知识的一点体会。 1,贯彻人体是一个统一的整体的观点人体是一个统一的整体,是巴甫洛夫学说的基本原理之一。因而教学大纲上指出:“人体解剖生理学是建立在巴甫洛夫学说的基础上的。在这门学科的教学过程中,必须使学生认识到,人体是一个统一的整体。”遵照大纲的指示,本科的教学,应注意贯彻这一观点,才能完成教育教养的任务。根据作者的体会,贯彻这一观     

在衛生常識教学中要联系实际

去年学校领导上决定我担任初一年级的卫生常识课,当时我思想上认为这一本薄薄的小册子要教一个学年。心怕材料太少,没有什么可讲。同时还认为不及过去教“人体解剖生理学”来得有兴趣。因此就在这错误思想指导下,曾在教学过程中,把人体解剖生理学的一些如“尿液的形成、近远视眼的形成、皮肤的构造”等难懂的一些问题都搬上来讲了,结果使学生不仅不能接受,反而增加了他们的负担,影响了心身全健     

特殊教育专业“人体解剖生理学”课程建设与教学实践

“人体解剖生理学”是师范院校特殊教育专业的专业基础课程之一,建构和完善“人体解剖生理学”的课程体系和教学方法具有重要意义。近年来,笔者通过优化教学内容、强调课程价值、丰富教学方法和手段、改革评价方式等一系列课程教学改革,收到了较好的教学效果。本文对其进行了总结与梳理,以期与同行探讨交流。     

对一些基础医学教材名称的商榷

近年来许多出版社出版了大量的医学高职及高专教材,笔者注意到一些基础医学课程教材的名称不够规范,随意性较大,现提出来与大家商榷。例如;将《人体解剖学》取名为“正常人体结构”或“人体结构学”,《人体生理学》取名为“正常人体功能”或“人体机能学”,《人体解剖生理学》取名为“正常人体学”或“人体结构生理学”,     

中学人体解剖生理学中巴甫洛夫高级神经活动学说一题的实验

中学人体解剖生理学教学中巴甫洛夫学说的内容对培养学生辩证唯物主义世界观有着突出意义,在这一章教学中我们发挥了教研组集体力量,学习了农学院生理室的经验,采取了小白鼠对电流防御反射的方法,据我们的经验认为,这种方法可以适用条件较差     

对于“中学生物教学大纲(草案)”动物学部分的几点体会

中央人民政府教育部所编订的中学生物学教学大纲(草案)包括植物学、动物学、人体解剖生理学和达尔文主义基础四门课程,要在初中一年到高中二年五年间学完。动物学部分是放在学过植物学之後,初中二的下学期和初中三的一个学年。这样有了动植物学的基础,在高中第一年,才开始学人体解剖生理学和第二年学习达尔文主义基础。因而我认为它的系统性和完整性是很明显的;计划是很周密的。     

人體与外界环境统一的概念在“皮膚”、“排泄器官”及“内分泌腺”三主题中的发展

俄罗斯共和国教育科学院教学法研究所博物学部,曾研究了人体解剖生理学方面的教学问题,并指出所有的学生,对於人体与外界环境完全统一的概念极为模糊。这些学生中间有极大多数都认为人体的完整性,只不过是一种人体对外界环境影响无关的反应之协调罢了。很多学生对於人体神经活动的反射性质以及大脑两半球皮层在人体统一中的主导意义两问题理解不够。究其原因,就因为很多教师在使学生们形成人体统一概念的教授工作上,有重大的缺点。要使他们正     

Evaluating the impact of physical renovation, computerization, and use of an inquiry approach in an undergraduate, allied health human anatomy and physiology lab

This paper describes and evaluates a major renovation of a human anatomy and physiology lab for allied health students. A Howard Hughes Medical Institute award funded an extensive collaboration between faculty involved in teaching the course and faculty with expertise in industrial and furniture design. The resulting physical lab has unique features designed to improve work in groups, student movement, and integration of computers with wet laboratories. The anatomy curriculum was switched from fetal pig dissections to the use of human cadavers, computer animations, and plastic models. An inquiry approach was integrated into the physiology curriculum. Student attitude surveys suggest that the physical and curricular changes resulted in a significant increase in student learning. An experiment designed to specifically test the effect of new vs. old equipment did not support a benefit to new equipment independent of changes in the lab physical environment and curriculum. Because the improvements in student attitude surveys occurred in the physiology but not the anatomy labs, we suggest that at least a portion of the increase is due to the institution of the inquiry approach.     

Ernst Friedrich Gurlt (1794-1882)

Ernst Friedrich Gurlt (1794-1882) is the founder of the comparative veterinary anatomy on a solid scientific basis. The integration of the human being into the comparative study and the continuous linkage between human anatomy and veterinary anatomy feature him in the same time as a distinguished pioneer of the comparative anatomy. Beside this, Gurlt has merits in physiology and post mortem anatomy. This publication contains a short life story and a laudation of the work of Ernst Friedrich Gurlt, which was active at the Veterinary School at Berlin more than a half century, from 1819 to 1870.     

Compelling classroom demonstrations that link visual system anatomy,physiology, and behaviour

One of our approaches to teaching a course in anatomy and physiology is to stress the fundamental, systems-level concepts. One successful strategy we use is to continually highlight the relationships among anatomy, physiology, and behavior. In this article, we describe a set of classroom demonstrations that stress these links while fostering critical thinking. These demonstrations, on the topic of sensory system structure and function, rely on two perceptual consequences of neural adaptation in the visual system: afterimages and aftereffects. Viewing specific visual stimuli under binocular or monocular conditions with interocular transfer permits several concepts to be observed and discussed, including neural adaptation, anatomical and functional segregation of visual system pathways, and the relationship among visual system structure, function, and perception. This article discusses how to produce and present the required visual stimuli, suggests a set of questions to stimulate critical thinking, and presents student evaluation of this activity.     

PBL教学应用于少数民族学生解剖学教学的体悟

人体解剖学是直接影响其他基础医学和临床医学课程教学成效的重要基础课程。新疆是多民族聚居区,我校也是以少数民族学生居多,所以如何结合他们的民族特点,运用良好的教学方法和教学手段,对提高我校少数民族人体解剖学的教学质量具有至关重要的作用。我们在教学过程中开展了PBL教学探索,认为PBL教学可以锻炼学生的自主学习能力,激发学生的学习兴趣,以弥补传统教学中的呆板、缺乏灵活性等缺点,让学生更快更好更有兴趣地学习人体解剖学,从而达到提高教学质量的目的,为少数民族教育探索提供了新的途径。     

Vincenzo Malacarne (1744-1816): a researcher in neurophysiology between anatomophysiology and electrical physiology of the human brain

Since his first years at Turin until the last years of his life at Padua, Vincenzo Malacarne devoted most of his time to the examination of the structures and the various parts of which the cerebellum and the human brain are composed. He is rightly considered as one of the first to have correctly described the anatomy of the cerebellum, as well in the field of human anatomy and comparative anatomy. However, his work cannot be reduced to these studies. He worked out a cerebral physiology, with organic and intellectual phenomena in mind, established on an anatomopsychic parallelism. This parallelism is itself founded on a rational and mathematical criterion: the number of lamellae contained in the cerebellum. A letter written by him in 1792 and addressed to Abbot Denina was recently found by the present author in November 2005 at the Academy of Sciences of Turin. Malacarne exposed his project of studying the animal electricity put forward by Galvani within the cerebral organ. May it be that Malacarne had in mind the physiology of his time while trying to record an electric activity within the brain?     

Trends and developments in physical anthropology, 1978-1979

Members of the American Association of Physical Anthropologists were asked to supply information about their current programs and their own graduate training in order to compile a training directory and to analyze certain aspects of the discipline. The data indicate that the majority consider their graduate training to have been deficient, mainly in statistics, genetics, chemistry, physiology, and mathematics. The areas though most important for future research in physical anthropology include fields such a genetics, anatomy, ecology, physiology, and paleontology, although a great many individuals are engaged in teaching and research in other areas. A brief analysis of relative growth in the field over the last few decades indicates a serious imbalance between the number of new Ph.D.'s and available employment opportunities.     

论动态经济植物学

经济植物学是植物科学中与生产实际及人民经济生活联系最密切的分支学科。由于过去对经济植物的市场动态重视不够 ,未能发挥植物资源的最大作用。该文提出的动态经济植物学是研究那些直接及间接对人类有利及有害的植物 ;研究它们的植物学特性 (分类、生理、生化、解剖、细胞、遗传、生态及用途等 )、栽培、繁殖、收获和加工 ,特别是市场情况、经济效益及社会效益。还对动态经济植物学的定义、研究对象、内容及教学和研究工作进行了较全面探讨 ,旨在使植物资源的开发利用更有效地为国民经济的发展服务     

师生共建实验室模式的探索

目的:探索新的人体解剖学实验教学模式和促进解剖学实验室标本建设,在提高解剖学实验教学质量同时,使实验室具有数量可观、质量上乘,能立体、全面反映人体形态构造的标本,实现解剖学教学质量和实验室建设的共同发展。方法:组建具备良好的职业道德、崇高的敬业精神和扎实的解剖学理论知识,又能激励和启迪学生的教学团队,遴选具有强烈的事业心,高度的责任感和吃苦耐劳精神学生,师生互动,学生自主动手解剖尸体,制作标本,进行师生共建实验室模式的探索。结果:学生观察能力、动手能力、学生综合素质和知识结构得到提高和强化,教师业务水平得到提高,实验室教学标本得到大量有效补充。结论:师生共建实验室活动取得了良好效果。在推广过程中,加大对学生的人文关怀,使教师不仅是"课程的组织者、情感的支持者、学习的参与者、信息的咨询者"更是学生"生活的关怀者",将使本探索将更具推广意义。     

The African Green Monkey model for cutaneous and visceral leishmaniasis

Non-human primates are valuable models for biomedical research because of their similarities to human anatomy, immunology and physiology. Leishmaniasis, a disease caused by protozoan parasites, has a worldwide distribution and results in high morbidity and mortality. Availability of a non-human primate model of leishmaniasis would facilitate the study of different aspects of this disease and would accelerate the development of vaccines and new drugs. In this article, some interesting features of the vervet monkey (African Green monkey) model of human cutaneous and visceral leishmaniasis are discussed.