中华医学教育杂志
中華醫學教育雜誌
중화의학교육잡지
CHINESE JOURNAL OF MEDICAL EDUCATION
2010年
3期
406-407,413
,共3页
夏春波%蒋常文%周思%刘源劼%兰羚元%张幸
夏春波%蔣常文%週思%劉源劼%蘭羚元%張倖
하춘파%장상문%주사%류원할%란령원%장행
导学式教学%局部解剖学%实验教学%教学效果
導學式教學%跼部解剖學%實驗教學%教學效果
도학식교학%국부해부학%실험교학%교학효과
Instruction-based teaching method%Topography%Experimental teaching%Teaching effect
目的 探讨导学式教学方法在局部解剖学实验教学中的应用效果.方法 以桂林医学院2004级临床医学专业97名学生作为研究对象,设置实验组和对照组,分别采用导学式教学方法和传统式教学方法进行教学,通过理论测试、解剖操作考核、问卷调查等方式检验教学效果.结果 在学习兴趣方面,实验组学生表示"很有兴趣"、"有兴趣"、"一般"、"无兴趣"的百分比分别为35.4%、37.5%、20.8%、6.3%,与对照组学生相比,P＜0.01,差异具有统计学意义;实验组学生理论知识测试成绩为优秀、良好、及格、不及格的百分比分别为20.8%、45.8%、31.3%、2.1%,与对照组学生相比,P＜0.05,差异具有统计学意义;实验组学生局部解剖操作考核成绩为优秀、良好、及格、不及格的百分比分别为27.1%、50.0%、22.9%、0%,与对照组学生相比,P＜0.05,差异具有统计学意义.结论 导学式教学方法的教学效果优于传统式教学方法,可以显著增强学生的学习兴趣,提高学习成绩,值得进一步推广应用.
目的 探討導學式教學方法在跼部解剖學實驗教學中的應用效果.方法 以桂林醫學院2004級臨床醫學專業97名學生作為研究對象,設置實驗組和對照組,分彆採用導學式教學方法和傳統式教學方法進行教學,通過理論測試、解剖操作攷覈、問捲調查等方式檢驗教學效果.結果 在學習興趣方麵,實驗組學生錶示"很有興趣"、"有興趣"、"一般"、"無興趣"的百分比分彆為35.4%、37.5%、20.8%、6.3%,與對照組學生相比,P＜0.01,差異具有統計學意義;實驗組學生理論知識測試成績為優秀、良好、及格、不及格的百分比分彆為20.8%、45.8%、31.3%、2.1%,與對照組學生相比,P＜0.05,差異具有統計學意義;實驗組學生跼部解剖操作攷覈成績為優秀、良好、及格、不及格的百分比分彆為27.1%、50.0%、22.9%、0%,與對照組學生相比,P＜0.05,差異具有統計學意義.結論 導學式教學方法的教學效果優于傳統式教學方法,可以顯著增彊學生的學習興趣,提高學習成績,值得進一步推廣應用.
목적 탐토도학식교학방법재국부해부학실험교학중적응용효과.방법 이계림의학원2004급림상의학전업97명학생작위연구대상,설치실험조화대조조,분별채용도학식교학방법화전통식교학방법진행교학,통과이론측시、해부조작고핵、문권조사등방식검험교학효과.결과 재학습흥취방면,실험조학생표시"흔유흥취"、"유흥취"、"일반"、"무흥취"적백분비분별위35.4%、37.5%、20.8%、6.3%,여대조조학생상비,P＜0.01,차이구유통계학의의;실험조학생이론지식측시성적위우수、량호、급격、불급격적백분비분별위20.8%、45.8%、31.3%、2.1%,여대조조학생상비,P＜0.05,차이구유통계학의의;실험조학생국부해부조작고핵성적위우수、량호、급격、불급격적백분비분별위27.1%、50.0%、22.9%、0%,여대조조학생상비,P＜0.05,차이구유통계학의의.결론 도학식교학방법적교학효과우우전통식교학방법,가이현저증강학생적학습흥취,제고학습성적,치득진일보추엄응용.
Objective To explore the teaching effect of "instruction-based teaching method" in the experimental teaching of topography. Methods To set up experimental team and control team, and adopt the "instruction-based teaching method" and the traditional teaching method respectively to the two groups; and then to check out the teaching effect respectively by means of theory test, students ' operation,questionnaires about the students' interest; to analyze and compare the two kinds of teaching method. Results In the experimental groups, very interested: 35. 4% ,interested:37. 5%, not-so-interested :20. 8%,not interested: 6. 3%, compared with the other groups, there is a significant difference (P ＜ 0.01 );students' scores from the theory test :in the experimental groups, excellent: 20. 8% ,good:45.8% ,pass:31.3% ,fail:2. 1% ,compared with the other groups, there is a significant difference(P ＜0. 05) ;Students'marks from the operation-test: excellent: 27. 1%, good: 50. 0%, pass: 22. 9%, fail: 0%, compared with the other team, there is a significant difference( P ＜ 0. 05 ). Conclusions The "instruction-based teaching method" was superior to the traditional teaching method, it could increase the students' interest and improve the students' study. Therefore it had high application value.
