How to use the model efficiently in the classroom

说实话，第一次把这尊 85 厘米的神经血管骨骼模型搬进解剖课教室的时候，我心里其实挺没底的。毕竟以前上课全靠 PPT 和挂图，学生看血管走行就像看迷宫，记了又忘。结果这模型一摆出来，整个课堂氛围直接变了。

Why do I think it smells so good?

The most intuitive feeling is...——Save your mouth.I don't know. I used to say, "The artery's on the right side of the nerves." I had to do it three times on the blackboard. Now let the students come around, point at the red artery and yellow nerves on the model, and say, "Look, they're going right here." Half a minute, the students' eyes were bright.

What exactly do I do in class?

• Compare the teaching, look at the difference.

The best design for this model is "half-side color." The left is pure bones, the right is an vascular nerve. I let two groups of students observe each: one on the right side, and the other on the left side only. Exchange of information in five minutes and co-certification. It worked so well.——Because students have to think about where this nerve comes from, not passively.

• We're gonna have to do this.

I put the model in the middle of the classroom, and each group gave a colored pen and a transparent film. The task is simple: draw the arteries, veins and nerves on the right side of the model on the translucent membranes, and then cover the skeletal matching on the left side. A girl drew and cried out: "The original neurological is from the back of the gill!——This "self-discovery" thing works 10 times more than a teacher.

• We're gonna play a little quiz.

I occasionally deliberately turn the model in a direction where students sneak a colored hose behind closed eyes (the vascular nerve on the model is softly moved) and then open their eyes to change. This is particularly effective for refresher studies, where students, in order to win, wish to carve the starting point of every vein into their minds.

A few pits. Don't step on them.

I made a mistake at first.——Call all the students together before the model. Speak.。结果后排根本看不见，前排挤成一团。后来改成“小班轮转”：每次只让 5-6 个人围过来，讲 5 分钟就换下一组。其他学生用平板看 3D 解剖软件做预习，时间刚刚好。

And...Don't be greedy.I don't know. One session focused on two or three critical areas, such as "Neurovascular beams of upper limbs" or "The artery of lower limbs". Models are repeated and students cannot remember the information.

Seriously, ever since I used this model, I've found myself having less time to prepare. Because it's too intuitive, and there are many details that need to be explained over and over again, the students can see it at a glance. Now, every time I go to class, I set up the model ahead of time, and I sneak up on the "whoa."——That sense of accomplishment is better than a paper.