CAJ | 학술논문

目的：探索生理课程理论知识的教学“数字故事”化对学生兴趣和成绩的影响。方法：“数字故事”引入之后，观察教学活动中老师与学生的总体表现和各方的评价、意见，结合问卷调查和考试成绩，将信息与过去未引入数字故事时的考核成绩对比分析。结果：1）问卷结果显示学生对今后的教学中继续引入数字故事非常期待。2）已制作成序论、消化、感觉器官的数字故事PPT共计4个，教学期间学生自主制作的数字故事PPT共计31个。3）对比两个年级学生的生理学期末考试班级平均分，应用数字故事教学的年级各班平均分数有较明显提高。结论：“数字故事”化的教学课件可以有效激发学生主动学习的兴趣，更好地掌握理论知识，对理论知识的记忆也更持久。
목적：탐색생리과정이론지식적교학“수자고사”화대학생흥취화성적적영향。방법：“수자고사”인입지후，관찰교학활동중로사여학생적총체표현화각방적평개、의견，결합문권조사화고시성적，장신식여과거미인입수자고사시적고핵성적대비분석。결과：1）문권결과현시학생대금후적교학중계속인입수자고사비상기대。2）이제작성서론、소화、감각기관적수자고사PPT공계4개，교학기간학생자주제작적수자고사PPT공계31개。3）대비량개년급학생적생이학기말고시반급평균분，응용수자고사교학적년급각반평균분수유교명현제고。결론：“수자고사”화적교학과건가이유효격발학생주동학습적흥취，경호지장악이론지식，대이론지식적기억야경지구。
Objective:To research the change of students' inter-ests and the results of test when physiology theoretical knowledge is teaching in "Digital Storytelling" way. Method: Questionnaire survey and comparative analysis of the first year students' test re-sults after the course teaching with"Digital Storytelling". Results:1) Questionnaire survey shows that students love"Digital Story-telling" and want more. 2) We have finished 4 pieces of PPT about prodrome, digestion and sense organ. And students have finished 31 pieces of PPT voluntarily. 3) In comparative analysis of test results, it's clear that the first year students who have watched Digital Storytellings got better results than the second year students, and the second year students' physiology course have no Digital Storytelling. Conclusion: Physiology theoretical knowledge teaching in "Digital Storytelling" way could inspire and stimulate students to study actively, and they can understand and remember the theoretical knowledge well .