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
2015年
6期
572-575
,共4页
四步授课法%药剂学实验%教学法%实验教学
四步授課法%藥劑學實驗%教學法%實驗教學
사보수과법%약제학실험%교학법%실험교학
Four steps%Pharmacy Experiment%Teaching Methods%Experimental teaching
目的 探究“原理-设计-纠错-实验”四步授课法在药剂学实验教学中的效果.方法 采用分层抽样法抽取120名学生,分为对照组和实验组,以“散剂的制备”为例,分别采用传统药剂学实验教学和四步授课法进行药剂学实验教学.四步授课法与传统教学的不同之处在于教师只讲解实验原理,不涉及具体工艺,学生查阅文献自主设计工艺流程及质量控制方法.通过教师和学生互评的方式,考查两种方法的教学效果,数据应用Excel软件和SPSS软件进行统计分析.结果 两组学生在“实验前准备、实验基本操作技能和对教学理解程度”三方面不存在统计学差异(P＞0.05);而在“实验主动性、组员间合作程度和提问积极性”三方面存在统计学差异(P值分别为:0.000、0.012、0.000).95.00％的学生认为四步授课法能更有效提高学生分析、解决问题的能力,提高其学习主动性、创新能力、收集资料信息的能力、心理素质及科学严谨的态度.结论 四步授课法突出“学生主动学习,教师导向作用”的理念,为学生思考、发现问题和创造性地解决问题提供了空间,可以加强学生动手操作能力和独立设计工艺过程的能力.
目的 探究“原理-設計-糾錯-實驗”四步授課法在藥劑學實驗教學中的效果.方法 採用分層抽樣法抽取120名學生,分為對照組和實驗組,以“散劑的製備”為例,分彆採用傳統藥劑學實驗教學和四步授課法進行藥劑學實驗教學.四步授課法與傳統教學的不同之處在于教師隻講解實驗原理,不涉及具體工藝,學生查閱文獻自主設計工藝流程及質量控製方法.通過教師和學生互評的方式,攷查兩種方法的教學效果,數據應用Excel軟件和SPSS軟件進行統計分析.結果 兩組學生在“實驗前準備、實驗基本操作技能和對教學理解程度”三方麵不存在統計學差異(P＞0.05);而在“實驗主動性、組員間閤作程度和提問積極性”三方麵存在統計學差異(P值分彆為:0.000、0.012、0.000).95.00％的學生認為四步授課法能更有效提高學生分析、解決問題的能力,提高其學習主動性、創新能力、收集資料信息的能力、心理素質及科學嚴謹的態度.結論 四步授課法突齣“學生主動學習,教師導嚮作用”的理唸,為學生思攷、髮現問題和創造性地解決問題提供瞭空間,可以加彊學生動手操作能力和獨立設計工藝過程的能力.
목적 탐구“원리-설계-규착-실험”사보수과법재약제학실험교학중적효과.방법 채용분층추양법추취120명학생,분위대조조화실험조,이“산제적제비”위례,분별채용전통약제학실험교학화사보수과법진행약제학실험교학.사보수과법여전통교학적불동지처재우교사지강해실험원리,불섭급구체공예,학생사열문헌자주설계공예류정급질량공제방법.통과교사화학생호평적방식,고사량충방법적교학효과,수거응용Excel연건화SPSS연건진행통계분석.결과 량조학생재“실험전준비、실험기본조작기능화대교학리해정도”삼방면불존재통계학차이(P＞0.05);이재“실험주동성、조원간합작정도화제문적겁성”삼방면존재통계학차이(P치분별위:0.000、0.012、0.000).95.00％적학생인위사보수과법능경유효제고학생분석、해결문제적능력,제고기학습주동성、창신능력、수집자료신식적능력、심리소질급과학엄근적태도.결론 사보수과법돌출“학생주동학습,교사도향작용”적이념,위학생사고、발현문제화창조성지해결문제제공료공간,가이가강학생동수조작능력화독립설계공예과정적능력.
Objective To explore the differences of teaching effectiveness between the traditional experimental teaching method and the new one which is based on four steps of principle,design,correction and experiment.Method Stratified sampling method was used,and 120 students were divided into control group and experimental group.Taking the case of the preparation of powder,the two methods mentioned above were used respectively.The advantage of the new teaching method was that teachers only explained the experimental principle rather than the detailed process,and students designed the process and quality control standard by reviewing literatures.Through interactive evaluation between teachers and students,teaching effectiveness of the two methods was evaluated,and Excel and SPSS were applied for statistical analysis.Result There were no significant differences between the two groups in the aspects of experiment preparation,basic skills of experiment and understanding of knowledge (P＞0.05),but in the aspects of experiment initiative,degree of cooperation and the enthusiasm of asking questions there existed significant differences (the values of P were 0.000、0.012、0.000,respectively,P＜0.05).More than 95％ of students thought the new teaching method not only could more effectively improve the ability to analyze and solve problem but also develop the capacity for self-learning and innovation.In addition,it could improve the ability to collect information and psychological quality,and cultivate scientific and rigorous attitude.Conclusion Compared to the traditional experimental teaching method,the new one based on four steps of principle,design,correction and experiment emphasized the subjective initiative,and teachers played a directive role.This method provided the space for students to think,explore,discover,and create.In addition,it could strengthen student's practical ability and the ability to design preparation process independently.
