正常人体形态学课程整合的调查和优化
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摘要
目的调查分析正常人体形态学课程整合的效果并优化其结构体系。方法以新疆医科大学2016级中医班和中西医班作为人体形态学课程整合试点班级进行教学改革,并对这两个班级进行问卷调查,分析教学内容、教学效果和学生成绩等。结果教改组93.75%的学生对教学内容熟悉,普通组66.98%的学生熟悉;教改组79.46%的学生了解该课程的学习方法,普通组只有31.13%的学生知道如何去学;教改组的平均成绩(77.97分)高于普通组(74.38分)。结论根据调查结果,从教学内容、教学效果、师资教材等方面进行了分析,以课程整合的方式进行教学为教学质量的提高以及学生综合能力的培养奠定基础。
Objective To investigate and analyze the effect of integrated human morphology curriculum and optimize its structure.Methods The 2016 classes(Chinese medicine class and the Chinese and Western medicine class) Xinjiang Medical University were enrolled as the teaching reform classes to carry out and the two classes were investigated by questionnaire. The teaching content, the teaching effect and the students' achievements were analyzed. Results In teaching reform group 93.75% students are familiar with the teaching content, in control the percentage was group 66.98%; in teaching reform group 79.46% students understand the course of learning methods but the control group was only 31.13%; the average score of the teaching reform group(77.97 points) was higher than that of control group(74.38 points). Conclusions The teaching content, teaching effect, teaching material and so on are analyzed. The teaching is carried out in the way of curriculum integration, which lays the foundation for the improvement of the quality of teaching and the cultivation of the comprehensive ability of the students.
Objective To investigate and analyze the effect of integrated human morphology curriculum and optimize its structure.Methods The 2016 classes(Chinese medicine class and the Chinese and Western medicine class) Xinjiang Medical University were enrolled as the teaching reform classes to carry out and the two classes were investigated by questionnaire. The teaching content, the teaching effect and the students' achievements were analyzed. Results In teaching reform group 93.75% students are familiar with the teaching content, in control the percentage was group 66.98%; in teaching reform group 79.46% students understand the course of learning methods but the control group was only 31.13%; the average score of the teaching reform group(77.97 points) was higher than that of control group(74.38 points). Conclusions The teaching content, teaching effect, teaching material and so on are analyzed. The teaching is carried out in the way of curriculum integration, which lays the foundation for the improvement of the quality of teaching and the cultivation of the comprehensive ability of the students.
引文
[1] 李玉泉, 刘芳, 张志英, 等. 正常人体形态学课程整合的实践与思考[J]. 解剖学杂志, 2017, 40: 351-352.
[2] 白生宾, 郭琼, 董建江, 等. 正常人体形态学在中医学相关专业教学中的发展和反思[J]. 中国组织化学与细胞化学杂志, 2017, 26: 93-95.
[3] 郑熙春. 统计调查问卷的简化探讨[J]. 首都经贸大学学报, 2013, 36: 128-129.
[4] 白生宾, 钟近洁, 秦纹, 等. DBL教学法在组织学实验教学中实践与思考 [J]. 医学教育, 2011, 40:136-137.
[5] 张一春. 微课建设研究与思考[J]. 中国教育网络, 2013, 10: 28-31.
[6] 张旭东, 牛香兰, 霍小蕾, 等. 组织学数字化实验教学资源库的建立与应用[J]. 中华医学教育杂志, 2017, 37: 428-429.
[7] 陈冰, 孙恩涛, 卢林明, 等. 基于慕课(MOOC)的医学形态学多媒体教学平台的构建[J]. 基础医学教育, 2017, 19: 151-153.
[2] 白生宾, 郭琼, 董建江, 等. 正常人体形态学在中医学相关专业教学中的发展和反思[J]. 中国组织化学与细胞化学杂志, 2017, 26: 93-95.
[3] 郑熙春. 统计调查问卷的简化探讨[J]. 首都经贸大学学报, 2013, 36: 128-129.
[4] 白生宾, 钟近洁, 秦纹, 等. DBL教学法在组织学实验教学中实践与思考 [J]. 医学教育, 2011, 40:136-137.
[5] 张一春. 微课建设研究与思考[J]. 中国教育网络, 2013, 10: 28-31.
[6] 张旭东, 牛香兰, 霍小蕾, 等. 组织学数字化实验教学资源库的建立与应用[J]. 中华医学教育杂志, 2017, 37: 428-429.
[7] 陈冰, 孙恩涛, 卢林明, 等. 基于慕课(MOOC)的医学形态学多媒体教学平台的构建[J]. 基础医学教育, 2017, 19: 151-153.