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| 摘要点击次数: 2023 |
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| 中文摘要: |
| 目的 探讨基于互联网平台的随堂测验在病理生理学教学中的应用效果。方法 将西藏大学医学院同一位教师任课的2017级护理本科班41人和2016级药学本科班49人，随机分为随堂测验组和对照组，进行教学效果比较。评价指标包括期中考试成绩和期末考试成绩、学生评教分数和教师自我评价分数。采用SPSS 22.0对数据进行t检验。结果 随堂测验组期中考试成绩各大题分数和总分数均比对照组高，其中除简答题和论述题分数外，其余差异均有统计学意义（P<0.05）。随堂测验组期末考试各大题分数和总分数均比对照组高，差异具有统计学意义（P<0.05）。随堂测验组学生对知识记忆、学习效率、学习兴趣、学习主动性和评教总分的得分均比对照组对同一任课教师的评教得分要高，其余如课堂管理、教师职业道德、教学民主、课后作业、教学能力和教学互动的得分差异无统计学意义；教师在使用两种教学方法进行授课的过程中，随堂测验组在掌握学生学习、督促学生学习、节约工作时间、节约资源和自评总分上的评价比对照组得分高，差异有统计学意义（P<0.05），其余如课堂管理、教师职业道德、教学民主、课后作业、教学能力和教学互动得分差异无统计学意义。结论 基于互联网的随堂测验是推动学生学习进步行之有效的方法，可以达到提高教学质量的目的。 |
| 英文摘要: |
| Objective To explore the effects of internet-based quiz on pathophysiological teaching. Methods undergraduates from two different classes (41 of batch 2107 from nursing and 49 of batch 2016 from pharmacy) taught by the same teacher were enrolled in the study and randomized into quiz group and control group to compare their teaching effect. Indexes evaluated were scores of midterm exam and final exam, students' teaching evaluation scores and teachers' self-evaluation scores. T test for data analysis was performed by SPSS 20.0. Results the scores of each general question and the total scores of midterm exam in the quiz group were higher than those in the control group, with statistically significant differences (P<0.005), except for the scores of short-answer and discussion questions. The scores of each general question and the total scores of final exams in the quiz group were higher than those in the control group, with statistically significant differences (P<0.005). Scores of knowledge memory, learning efficiency, learning interest, learning activeness and students' evaluation for the same teacher in the quiz group were significantly higher than those in the control group. There were no significant differences between two groups in the scores of classroom management, teacher's professional ethics, teaching democracy, homework, teaching capacity and teaching interaction. When using these two teaching methods, the scores of teachers for comprehending students' study, motivating students to study, saving working time, saving resources and teachers' self-evaluation in the quiz group were higher than those in the control group, with statistically significant differences (P<0.05). There were no statistical differences between two groups in the scores of classroom management, teacher's professional ethics, teaching democracy, homework, teaching capacity and teaching interaction. Conclusion Internet-based quiz is an effective way to improve students' study, so as to improve the teaching quality. |
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