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
4期
409-411
,共3页
情景教学法%传统教学法%物理诊断学
情景教學法%傳統教學法%物理診斷學
정경교학법%전통교학법%물리진단학
Scene teaching%Traditional teaching%Physical diagnostics
目的 探讨情景教学法在物理诊断学教学中的应用效果.方法 将2010级临床本科2个班共104人随机分为对照组(n=51)和实验组(n=53).对照组采用传统教学法,实验组采用情景教学法进行教学.通过问卷调查和期末成绩来分析、评价教学效果.考试成绩结果以均数±标准差((x-)±s)表示,采用t检验进行比较；问卷调查结果采用x2检验进行比较,以P＜0.05表示差异有统计学意义.结果 实验组和对照组期末成绩分别为(80.378±4.239)分和(77.529±4.743)分,两组差异有统计学意义(t=3.231,P=0.002).实施情景教学法的学生认为提高了自学能力和临床思维能力的比例分别为84.90％和81.13％.结论 在物理诊断学教学中情景教学法优于传统教学法,能够培养学生分析解决问题的能力,提高了教学质量.
目的 探討情景教學法在物理診斷學教學中的應用效果.方法 將2010級臨床本科2箇班共104人隨機分為對照組(n=51)和實驗組(n=53).對照組採用傳統教學法,實驗組採用情景教學法進行教學.通過問捲調查和期末成績來分析、評價教學效果.攷試成績結果以均數±標準差((x-)±s)錶示,採用t檢驗進行比較；問捲調查結果採用x2檢驗進行比較,以P＜0.05錶示差異有統計學意義.結果 實驗組和對照組期末成績分彆為(80.378±4.239)分和(77.529±4.743)分,兩組差異有統計學意義(t=3.231,P=0.002).實施情景教學法的學生認為提高瞭自學能力和臨床思維能力的比例分彆為84.90％和81.13％.結論 在物理診斷學教學中情景教學法優于傳統教學法,能夠培養學生分析解決問題的能力,提高瞭教學質量.
목적 탐토정경교학법재물리진단학교학중적응용효과.방법 장2010급림상본과2개반공104인수궤분위대조조(n=51)화실험조(n=53).대조조채용전통교학법,실험조채용정경교학법진행교학.통과문권조사화기말성적래분석、평개교학효과.고시성적결과이균수±표준차((x-)±s)표시,채용t검험진행비교；문권조사결과채용x2검험진행비교,이P＜0.05표시차이유통계학의의.결과 실험조화대조조기말성적분별위(80.378±4.239)분화(77.529±4.743)분,량조차이유통계학의의(t=3.231,P=0.002).실시정경교학법적학생인위제고료자학능력화림상사유능력적비례분별위84.90％화81.13％.결론 재물리진단학교학중정경교학법우우전통교학법,능구배양학생분석해결문제적능력,제고료교학질량.
Objective To explore the teaching effect of scene teaching in physical diagnostics.Methods Totally 104 clinical medicine majors of five-year program were randomly divided into two groups:experimental group (n =53) and control group (n =51).Students in experimental group were taught by scene teaching while those in control group by traditional teaching method.Teaching qualities were evaluated by final exam and questionnaire.Data of final exam were presented as mean ±SD and were calculated using student's t-test.Otherwise,statistical differences of questionnaire were calculated by Chi-square test.P ＜ 0.05 was considered statistically significant.Results Average final exam score of experimental group (80.378 ± 4.239) was better than that of control group (77.529± 4.743),with significant differences between two groups (t =3.231,P =0.002).Implementation of scene teaching method improved students self-learning ability and clinical thinking ability by 84.90％and 81.13％ respectively.Conclusions Scene teaching in physical diagnostics is superior to traditional teaching and can improve abilities of students in analyzing and solving problems.
