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| 中文摘要: |
| 目的 探讨网络环境结合基于团队的学习（team-based learning，TBL）在病理学实验课教学的效果。方法 选取112名临床医学本科学生为研究对象，实验组（56名）在网络环境下利用数码显微互动教学平台，在病理学实验教学中，通过网络教学环境使用培训、教学计划说明、分组、布置教学任务或提出问题、团队学习交流、讨论等步骤实施TBL教学；对照组（56名）在无网络环境和数码显微互动教学平台，采用传统教学法（教师讲授为主）。通过成绩分析和问卷调查进行教学效果评价。数据行t检验，学生对TBL教学及网络环境学习资源的评价以百分比表示。结果 实验组平均成绩为（85.5±3.11）分，期末考试平均成绩为（83.8±2.53）分；对照组学生期末考试平均成绩为（76.4±11.89）分，2组间差异有统计学意义（t=7.018， P=0.000）。调查显示大部分学生认可网络学习资源结合TBL教学。结论 网络环境下TBL教学在病理学实验教学中具有可行性和有效性，学生的学习积极性普遍提高，TBL教学效果令人满意。 |
| 英文摘要: |
| Objective To discuss the effect of team-based learning（TBL） combined with net-work environment in pathological experiment teaching. Methods Totally 112 clinical medical under-graduates were selected as research object. Digital microscope interactive teaching platform under the network environment was used in experimental group（n=56）. In pathology experiment teaching， TBL steps of training， teaching plan demonstrating， grouping， teaching task arranging， asking questions， group learning and communicating were implemented. Traditional method （lecture） was used in con-trol group （n=56）. Teaching effect was analyzed through questionnaire survey and score analysis. Stu-dents' evaluation on TBL teaching and network environment resources was expressed as percentage. Results In experiment group， average score was （85.5±3.11） points and average final exam score was （83.8±2.53） points， while in control group， average final exam score was （76.4±11.89） points. There were significance differences between the two groups （t=7.018， P<0.01）. Surveys showed that most students accepted TBL teaching combined with network environment. Conclusions TBL teach-ing combined with network environment is feasible and effective in the pathology experimental class. Students' learning enthusiasm is generally improved and effectiveness of TBL teaching is satisfactory. |
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