学导式教学法在临床医学专业营养与健康课程中的应用
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摘要
目的:探讨学导式教学模式在临床医学专业营养与健康课程中的应用效果。方法:选择2014级临床医学专业A、B、C 3个班为研究对象,A班采用学导式教学法,B班、C班采用传统的以教师讲授为主的教学方法。课程结束,通过自评问卷和课程考试成绩对教学效果进行评估。结果:A班学生自我评价优于B班和C班(P<0.01);A班成绩分布较稳定,及格率高于B班;A班平均分比B班高4.7分,比C班高4.5分(P<0.05)。结论:学导式教学法能调动学生的学习积极性,培养学生的自主学习能力,提高教学效果。
Objective: To investigate the application effect of the teaching method of guided learning in the the course of Nutrition and Health in Clinical Medicine. Methods: Class A,B and C of Clinical medicine students from grade 2014 were chosen as the subjects. Class A was taught by the teaching method of guided learning while Class B and C were taught by the traditional teacher-centered teaching method,the results assessed by the questionnaire and the examination. Results: The results of the self-evaluation in class A were better than those in class B and class C( P < 0. 01); The score distribution in Class A is stable,with the pass rate higher than that in class B. The average score of Class A was 4. 7points higher than that of class B and 4. 5 points higher than that of class C( P < 0. 05). Conclusion: The teaching method of guided learning can make students learn actively,cultivate students' autonomous learning ability and improve the teaching effect.
Objective: To investigate the application effect of the teaching method of guided learning in the the course of Nutrition and Health in Clinical Medicine. Methods: Class A,B and C of Clinical medicine students from grade 2014 were chosen as the subjects. Class A was taught by the teaching method of guided learning while Class B and C were taught by the traditional teacher-centered teaching method,the results assessed by the questionnaire and the examination. Results: The results of the self-evaluation in class A were better than those in class B and class C( P < 0. 01); The score distribution in Class A is stable,with the pass rate higher than that in class B. The average score of Class A was 4. 7points higher than that of class B and 4. 5 points higher than that of class C( P < 0. 05). Conclusion: The teaching method of guided learning can make students learn actively,cultivate students' autonomous learning ability and improve the teaching effect.
引文
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[5]王海瀛.我国工科院校大学生自主学习态度调查-以中国计量学院为例[J].思想政治教育研究,2015,31(2):115-119.
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[2]史宝玉,刘景军.普通高校提升课堂教学质量途径探索[J].黑龙江畜牧兽医,2015,19:259-261.
[3]宓伟,曲巍,练武,等.TBL教学法在营养与食品卫生学中的应用研究[J].中国卫生事业管理,2013,30(11):855-858.
[4]翟爱霞,李玉军,张庆猛,等.学导式教学法在本科医学微生物学教学中的实施与评价[J].中国高等医学教育,2015,5:94-95.
[5]王海瀛.我国工科院校大学生自主学习态度调查-以中国计量学院为例[J].思想政治教育研究,2015,31(2):115-119.
[6]敬思群.基于提高大学生自主学习能力的食品专业课程的教学实践[J].食品工业,2016,37(6):222-225.