CAJ | 학술논문

目的编写病理学校本教材,并应用于高职高专教学,对应用效果进行评价.方法将我校2011届临床医学专业学生按班级分为两个组,分别为实验组(1班,58人)和对照组(2班,60人).两组均采用理论实践一体化教学.实验组使用校本教材,对照组使用统编教材.应用SPSS 13.0对实验组和对照组的课前预习、案例分析和期末考试成绩进行比较,采用两样本均数t检验;课程结束后对两组学生教材使用满意度分别进行问卷调查,并对调查结果行秩和检验.结果实验组学生课前预习得分(84.4±6.2)高于对照组(78.2±5.8),差异有统计学意义(t=5.61,P=0.001);实验组学生的案例分析得分(78.6±6.6)亦高于对照组(72.8±5.3),差异有统计学意义(t=5.27,P=0.002);但两组学生期末考试成绩差异无统计学意义.问卷调查结果显示,在教材难易度、促进阅读兴趣、是否重点突出、对自学效果的影响方面,实验组学生满意度高于对照组,差异均有统计学意义;但听课效果评价方面(实验组,满意38人,一般20人,不满意0人;对照组,满意36人,一般23人,不满意1人),两组差异无统计学意义(Z=-0.68,P=0.497).结论本校编撰校本教材有利于学生的自学,提高其学习兴趣和对知识的应用能力.
목적 편사병이학교본교재,병응용우고직고전교학,대응용효과진행평개.방법 장아교2011계림상의학전업학생안반급분위량개조,분별위실험조(1반,58인)화대조조(2반,60인).량조균채용이론실천일체화교학.실험조사용교본교재,대조조사용통편교재.응용SPSS 13.0대실험조화대조조적과전예습、안례분석화기말고시성적진행비교,채용량양본균수t검험;과정결속후대량조학생교재사용만의도분별진행문권조사,병대조사결과행질화검험.결과 실험조학생과전예습득분(84.4±6.2)고우대조조(78.2±5.8),차이유통계학의의(t=5.61,P=0.001);실험조학생적안례분석득분(78.6±6.6)역고우대조조(72.8±5.3),차이유통계학의의(t=5.27,P=0.002);단량조학생기말고시성적차이무통계학의의.문권조사결과현시,재교재난역도、촉진열독흥취、시부중점돌출、대자학효과적영향방면,실험조학생만의도고우대조조,차이균유통계학의의;단은과효과평개방면(실험조,만의38인,일반20인,불만의0인;대조조,만의36인,일반23인,불만의1인),량조차이무통계학의의(Z=-0.68,P=0.497).결론 본교편찬교본교재유리우학생적자학,제고기학습흥취화대지식적응용능력.
Objective To write the school-based teaching material of pathology,and apply it to the students in higher vocational colleges to evaluate the application effect.Methods Two classes of clinical medical students of Grade 201 1were divided into two groups:the experimental group(Class1,58 students) and the control group(Class2,60 students).Both of the two groups take the integration of theory and practice teaching method.The traditional teaching material was applied in the control group while the school-based teaching materials were adopted in the experimental group.Statistical analysis software SPSS 13.0 and two samples t test were used to compare the preparing effect before the class,case study effect and the final examination of the two groups.After the end of the course,students' teaching satisfaction questionnaire was conducted,and the results of the survey for the rank sum test were analyzed.Results The scores of preparing effect before class were higher in experimental group(84.4 ±6.2) than those in the control group(78.2 ±5.8),t=5.61,P=0.001; the case study effect in experimental group(78.6 ± 6.6) was higher than that of the control group(72.8 ± 5.3),t=5.27,P=0.002; there was no significant differences in the final examination between the two class [experimental group (83.5 ± 6.8),control group (81.6 ± 6.9)],t=1.51,P=0.183.The questionnaire shows,in the aspect of the difficulty of teaching material,the degree of satisfaction in the experimental group(satisfied:28,general:30,unsatisfied:0) was higher than the control group(satisfied:18,general:37,unsatisfied:5),Z=-2.43,P=0.015; in the aspect of reading interest,the degree of satisfaction in the experimental group(satisfied:32,general:25,unsatisfied:1) was higher than the control group(satisfied:22,general:35,unsatisfied:3),Z=-2.09,P=0.036; in the aspect of emphasizing on the key point,the degree of satisfaction in the experimental group(satisfied:20,general:38,unsatisfied:0) was higher than the control group(satisfied:12,general:39,unsatisfied:9),Z=-2.72,P=0.007; in the aspect of self-study effect,the degree of satisfaction in the experimental group(satisfied:20,general:38,unsatisfied:0) was higher than the control group(satisfied:16,general:39,unsatisfied:5),Z=-3.13,P=0.002; but there was no significant differences in classroomlearning effect(experimental group:satisfied,38,general,20,unsatisfied,0; control group:satisfied,36,general,23,unsatisfied,1),Z=-0.68,P=0.497.Conclusions The school-based teaching material can contribute to the students' self-learning,enhancing the students' interest of learning and knowledge-application ability.