CAJ | 학술논문

目的：探讨学导式教学在眼视光应用光学教学中的效果。方法选取西安医学院2013级眼视光专业30名学生作为实验组，同级另外30名学生作为对照组。实验组教学中，学生首先通过自学自练掌握课程重点、发现难点，提出问题后经小组交流讨论进行答疑，再由教师重点讲解、解析教材，最后学生通过反复练习掌握知识技能等步骤实施学导式教学；对照组采用以教师讲授为主的传统教学法。通过比较分析两组学生的理论考核成绩、实践操作考核成绩及学生问卷调查结果，评价基于学导式教学的教学效果。正态分布计量资料以均数±标准差（x±s）表示，两独立样本的计量资料采用t检验；计数资料以率表示，采用检验。结果实验组理论考核平均成绩为（78.35±7.14）分，对照组学生理论考核平均成绩为（69.15±8.88）分，两组之间差异具有统计学意义（t=-4.339，P=0.000）；实验组的实践考核成绩和自我评价均优于对照组，差异有统计学意义（P<0.05）。结论在眼视光应用光学教学中采用学导式教学，可有效引导学生独立获取和掌握相关知识，充分调动学生学习的主动性，提高分析问题和解决问题的能力，教学效果良好。
목적：탐토학도식교학재안시광응용광학교학중적효과。방법선취서안의학원2013급안시광전업30명학생작위실험조，동급령외30명학생작위대조조。실험조교학중，학생수선통과자학자련장악과정중점、발현난점，제출문제후경소조교류토론진행답의，재유교사중점강해、해석교재，최후학생통과반복연습장악지식기능등보취실시학도식교학；대조조채용이교사강수위주적전통교학법。통과비교분석량조학생적이론고핵성적、실천조작고핵성적급학생문권조사결과，평개기우학도식교학적교학효과。정태분포계량자료이균수±표준차（x±s）표시，량독립양본적계량자료채용t검험；계수자료이솔표시，채용검험。결과실험조이론고핵평균성적위（78.35±7.14）분，대조조학생이론고핵평균성적위（69.15±8.88）분，량조지간차이구유통계학의의（t=-4.339，P=0.000）；실험조적실천고핵성적화자아평개균우우대조조，차이유통계학의의（P<0.05）。결론재안시광응용광학교학중채용학도식교학，가유효인도학생독립획취화장악상관지식，충분조동학생학습적주동성，제고분석문제화해결문제적능력，교학효과량호。
ObjectiveTo explore the effect of guided learning in the eye optical applied optics teaching.Methods30 students of Grade 2013 were chosen as experimental group which was given guided learning teaching, and other 30 students of Grade 2013 were chosen as control group which was given used traditional teaching. In the guided learning teaching, self-study and practice students were re-quired to master the key and found the difficulties in the course firstly, answering questions after the group discussion. Then teachers focused on parsing the teaching materials. By the repeated communication and practice students mastered knowledge finally. The control group used the traditional teaching method which was based on the teacher's lecture. Through comparing the theory examination scores, practical as-sessment grades and questionnaire of the students self-assessment, teaching effect based on guided learn-ing was evaluated. Normal distribution measurement data was showed by standard deviation, T test was used in two independent sample measurement data; The count data was showed by rate, using Chi-squared test whichα=0.05.ResultsIn experiment group,the theoretical examination average score was(78.35±7.14) points, while in control group, the average score was(69.15±8.88)points. There were significance differ-ences between the two groups(t=-4.339,P=0.000). The experimental group practical assessment grades and the self-assessment score were superior to control group, and the difference has statistical sig-nificance (P<0.05).ConclusionGuided learning teaching can guide the students to obtain and master relevant knowledge independently, fully arouse their initiative of learning and improve their ability to analyze and solve problems, which can help reach a good teaching effect.