Master of Arts in Teaching Program, School of Education, Hamline University, Saint Paul, Minnesota; Contracted Educator, Mayo Clinic College of Medicine, Mayo Clinic, Rochester, Minnesota.
Anat Sci Educ. 2014 Jul-Aug;7(4):326-8. doi: 10.1002/ase.1474. Epub 2014 Jun 27.
This viewpoint commentary, written from the perspective of a teacher who has helped to educate students in a wide variety of educational environments, is a reaction to the article published in Anatomical Sciences Education on developing of core syllabuses for the anatomical sciences. After reflecting on the definitions of both curriculum and syllabus and their importance as roadmaps for effective instruction, the value of core knowledge and core syllabuses in anatomical sciences was explored. Encouragement for the pursuit of the project proposed in the original article was provided; however, the reminder to not allow any curriculum or syllabus to prevent instructional flexibility was emphasized. Several constructive questions (regarding democracy in curriculum development, the proposed rating scale, and the desirability of reaching local or national consensus before seeking global agreement) were advanced for consideration.
这篇观点评论是从一位在各种教育环境中帮助教育学生的教师的角度撰写的，是对发表在《解剖科学教育》上的关于制定解剖科学核心教学大纲的文章的回应。在反思了课程和教学大纲的定义及其作为有效教学指导方针的重要性之后，探讨了解剖科学核心知识和核心教学大纲的价值。对原文中提出的项目给予了支持，但强调不要让任何课程或教学大纲限制教学的灵活性。提出了几个建设性的问题（关于课程开发中的民主、拟议的评级量表以及在寻求全球协议之前是否需要在当地或全国达成共识）供考虑。
