CAJ | 학술논문

目的：探讨药理学教学方法的改革。方法结合启发式教学和案例教学法的特点及我校实际情况，对参与的108名学生进行启发式案例教学，经调查问卷结果分析，了解该教学方法的认可度。结果药理学启发式案例教学效果问卷调查表结果显示，与传统教学总体比较70.1%的学生认为好，能增强对知识的记忆力76.3%的学生认为好，有利于对知识综合性的理解及掌握77.3%的学生认为好，能引导基础理论与临床病例的联系75.3%的学生认为好，能激发学习兴趣、积极性68.0%的学生认为好，能提高思考能力77.3%的学生认为好，能提高自学能力、73.2%的学生认为好，有利于临床实践能力的培养69.1%的学生认为好，有利于科研意识的培养69.1%的学生认为好，有利于良好职业道德的培养61.9%的学生认为好。结论启发式案例模式教学得到学生认可，能明显提高学生学习的积极性，值得推广。
목적：탐토약이학교학방법적개혁。방법결합계발식교학화안례교학법적특점급아교실제정황，대삼여적108명학생진행계발식안례교학，경조사문권결과분석，료해해교학방법적인가도。결과약이학계발식안례교학효과문권조사표결과현시，여전통교학총체비교70.1%적학생인위호，능증강대지식적기억력76.3%적학생인위호，유리우대지식종합성적리해급장악77.3%적학생인위호，능인도기출이론여림상병례적련계75.3%적학생인위호，능격발학습흥취、적겁성68.0%적학생인위호，능제고사고능력77.3%적학생인위호，능제고자학능력、73.2%적학생인위호，유리우림상실천능력적배양69.1%적학생인위호，유리우과연의식적배양69.1%적학생인위호，유리우량호직업도덕적배양61.9%적학생인위호。결론계발식안례모식교학득도학생인가，능명현제고학생학습적적겁성，치득추엄。
Objective To investigate the reform of pharmacology teaching methods. Methods Bases on the features of heuristic teaching and case teaching methods and the practical situation of our school, 108 students were given heuristic case teaching. The questionnaire survey results were analyzed in order to understand their recognition degree of this teaching method. Results The questionnaire survey results on pharmacology heuristic case teaching effects showed that compared to traditional teaching in general, 70.1% of the students selected good, in terms of enhancing memory of knowledge, 76.3% of the students selected good, in terms of helping understanding and mastering knowledge comprehensively, 77.3% of the students selected good, in terms of linking basic theory to clinical cases, 75.3% of the students selected good, in terms of inspiring learning interest and activity, 68.0%of the students selected good, in terms of improving thinking ability, 77.3%of the students selected good, in terms of promoting self-study ability, 73.2%of the students selected good, in terms of helping training clinical practical ability, 69.1%of the students selected good, in terms of helping training scientific research awareness, 61.9%of the students selected good, and in terms of helping training good occupational ethics, 69.1%of the students selected good. Conclusion Heuristic case teaching mode obtains the students' recognition and can obviously improve the students' learning activity, thereby worthy of promotion.