中华医学教育探索杂志
中華醫學教育探索雜誌
중화의학교육탐색잡지
Chinese Journal of Medical Education Research
2013年
9期
890-892
,共3页
生理学教学%情景式教学%追溯法
生理學教學%情景式教學%追溯法
생이학교학%정경식교학%추소법
Physiology teaching%Scene type teaching method%Trace method
目的探讨情景式追溯法在生理学教学中的应用效果。方法以遵义医学院2009级本科临床医学专业学生219人为研究对象，按班级随机分为对照组（n=111）和实验组（n=108）。对照组采用传统教学方法，实验组联合应用情景式和追溯法教学（简称“情景式追溯法”）。通过问卷调查和期末考试成绩进行教学效果评价。应用SPSS 15.0软件进行数据统计分析，定性资料采用完全随机设计两组频数分布的χ2检验，定量资料采用两组独立样本t检验，P<0.05为差异有统计学意义。结果学生对2种教学方法的满意度差异有统计学意义（P<0.05），在生理学教学中采用情景式追溯教学更让学生满意。实验组学生的期末考试平均成绩（79.90±14.25）分和及格率（90.74%）均高于对照组[（72.35±17.09）分，83.78%]。结论在生理学教学中应用情景式追溯教学有利于提高学生学习能动性，从而提高其学习成绩。
目的探討情景式追溯法在生理學教學中的應用效果。方法以遵義醫學院2009級本科臨床醫學專業學生219人為研究對象，按班級隨機分為對照組（n=111）和實驗組（n=108）。對照組採用傳統教學方法，實驗組聯閤應用情景式和追溯法教學（簡稱“情景式追溯法”）。通過問捲調查和期末攷試成績進行教學效果評價。應用SPSS 15.0軟件進行數據統計分析，定性資料採用完全隨機設計兩組頻數分佈的χ2檢驗，定量資料採用兩組獨立樣本t檢驗，P<0.05為差異有統計學意義。結果學生對2種教學方法的滿意度差異有統計學意義（P<0.05），在生理學教學中採用情景式追溯教學更讓學生滿意。實驗組學生的期末攷試平均成績（79.90±14.25）分和及格率（90.74%）均高于對照組[（72.35±17.09）分，83.78%]。結論在生理學教學中應用情景式追溯教學有利于提高學生學習能動性，從而提高其學習成績。
목적탐토정경식추소법재생이학교학중적응용효과。방법이준의의학원2009급본과림상의학전업학생219인위연구대상，안반급수궤분위대조조（n=111）화실험조（n=108）。대조조채용전통교학방법，실험조연합응용정경식화추소법교학（간칭“정경식추소법”）。통과문권조사화기말고시성적진행교학효과평개。응용SPSS 15.0연건진행수거통계분석，정성자료채용완전수궤설계량조빈수분포적χ2검험，정량자료채용량조독립양본t검험，P<0.05위차이유통계학의의。결과학생대2충교학방법적만의도차이유통계학의의（P<0.05），재생이학교학중채용정경식추소교학경양학생만의。실험조학생적기말고시평균성적（79.90±14.25）분화급격솔（90.74%）균고우대조조[（72.35±17.09）분，83.78%]。결론재생이학교학중응용정경식추소교학유리우제고학생학습능동성，종이제고기학습성적。
Objective To explore the application of scene type trace method in physiology teach-ing reform. Methods 2009 grade clinical medicine students in Zunyi Medical College were randomly di-vided into two groups:control group (n=111) and experiment group (n=108). Students in control group were taught by traditional teaching method while those in experimented group by scene type trace method. According to the questionnaire survey and the final exam statistical analysis,the effects of teach-ing were evaluated. SPSS 15.0 software was used to do statistical analysis. Qualitative data were analyzed by chi-square test of completely randomized design and two sets of frequency distribution while quantita-tive data by independent samples t test. P<0.05 means that difference is statistically significant. Results There were statistically differences in satisfaction degree of two teaching methods. More students were sat-isfied with scene type trace method than traditional teaching method. Final exam achievement in scene type trace method group(79.90±14.25,90.74%)were higher than that in the traditional teaching method group(72.35±17.09,83.78%). Conclusions Physiology teaching scene type trace method is helpful to improve the students' learning initiative and significantly improve students' learning achieve-ment.
