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| 中文摘要: |
| 口腔正畸学是口腔临床医学的一个重要分支学科，该学科的教育无论在国内还是国外，都被定位为针对研究生和进修生的毕业后教育。口腔正畸学具有非常强的专业性、实践性及系统性。针对这些特点，传统的教学模式很难获得好的效果。本研究结合笔者在宾夕法尼亚大学的学习经验，探索一种以“整体论”思想为指导的全新设计理念———四要素教学设计模式（four-component instructional design model，4C/ID）在国内口腔正畸学教育中的运用，以期实现国外先进教育理念的本土化及专业化。四要素教学设计模式主要包括学习任务、支持性信息、程序性信息及部分任务练习四个要素，强调为学习者提供一套真实、具体、面向实际工作实践的整体学习任务，从而达到“整体任务学习”替代“部分任务学习”。本文对四要素教学设计模式及其在口腔正畸临床教学中的应用作一探讨。 |
| 英文摘要: |
| As an important sub-discipline of dentistry, orthodontics is regarded as the post-graduate education for postgraduates and advanced doctors both at home and abroad. Orthodontics is a professional, practical and systematic discipline, therefore, the conventional education model is hard to get a good result. In this study, a new idea of four-component instructional design model (4C/ID) guided by "integration" was explored in the education of orthodontics, combined with the author's study experience in the University of Pennsylvania. The 4C/ID mainly included four elements: learning tasks, supportive information, procedural information and part-task practice, which emphasized in providing learners a set of real, specific and work-oriented complete learning tasks, so as to replace "partial task learning" to "overall task learning". This study explored the 4C/ID and its application on clinical teaching in orthodontics. |
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