引用本文:刘鲁英 韩艳春 董孟华 王霞.病理学分阶段教学的方法选择与实践[J].中华医学教育探索杂志,2019,18(10):990~993
病理学分阶段教学的方法选择与实践
Method selection and practice of pathology teaching in different stages
DOI:
中文关键词:  病理学  教学方法  对分课堂  混合式教学  翻转课堂
英文关键词:Pathology  Teaching methods  Presentation, assimilation and discussion class (PAD class)  Blending learning  Flipped classroom
基金项目:
作者单位
刘鲁英 韩艳春 董孟华 王霞 滨州医学院病理学教研室 烟台 264003 
摘要点击次数: 52
全文下载次数: 43
中文摘要:
      目的 在五年制临床医学专业病理学教学实践中,根据不同教学阶段学生学习状态的特点选择相应的教学方法,分析其教学效果与传统教学之间的区别。方法 根据自然分班分为实验组和对照组,其中实验组112人,对照组118人。实验组授课中,考虑到教学内容分为总论和各论,学生需经历“知识记忆”“病理-临床联系”“知识应用”阶段的特点;分别选用了对分课堂、混合式教学、翻转课堂等方式。通过考试成绩和问卷调查两种方式评判两组教学效果的差异。应用SPSS 19.0进行t检验和卡方检验。结果 实验组学生病理学考试平均成绩为(78.560±7.172),高于对照组学生的(72.530±8.539),差异有统计学意义(t=5.809,P=0.000)。问卷结果显示,实验组学生对分阶段选择教学方法的各项效果评价,均优于对照组学生对自身所受教学方法的评价,且差异有统计学意义(P<0.01)。结论 分阶段选择教学方法有助于引导学生真正掌握课程特点,采取恰当的学习方法,并循序渐进培养自主学习能力。
英文摘要:
      Objective To choose the corresponding teaching methods according to different teaching stage in the teaching of pathology for five-year clinical students, and to analyze the difference of teaching effects between staged-teaching and traditional teaching. Methods Students were randomly divided into two groups, with 112 in the experimental group and 118 in the control group. Considering that the teaching content in the experimental group contained the general introduction and different sections and students might experience stages such as "knowledge memorizing", "pathology-clinical connection" and "knowledge application", so presentation, assimilation and discussion class (PAD class), blending teaching and flipped classroom were adopted respectively. Examination scores and questionnaire survey were used to evaluate the difference between two teaching ways. SPSS 19.0 was used for data analysis, and t-test and chi-square test were used for inter-group comparison. Results The pathological average score of students in the experimental group was (78.56±7.172), which was higher than (72.53±8.539) in the control group, with statistically significant difference (t=5.809, P=0.000). According to the questionnaire survey, the teaching effects using different teaching methods in different stages in the experimental group was superior than that in the control group, with statistically significant difference (P<0.01). Conclusion Using different teaching methods in different stages is beneficial to guide students for truly comprehending the knowledge, applicating appropriate learning methods, and gradually forming their self-learning ability.
查看全文  查看/发表评论  下载PDF阅读器
关闭
微信关注二维码