改良型三明治教学法在组织胚胎学实验教学中的应用研究
|
摘要
目的:调动学生的学习主动性和积极性,培养学生的自学能力,进而提高教学质量。方法:在2016级临床专业1-4班生殖系统实验课实施改良型三明治教学法,5-8班为对照组,采用传统教学法。结果:随堂测试实验组成绩优于对照组,期末实验考试成绩两组之间无显著差异。结论:改良型三明治教学法对于促进学生对知识的理解和掌握程度等方面有一定的意义。
Objective: To arouse students' learning initiative and enthusiasm,cultivate students' self-learning ability,and then improve the quality of teaching. Methods: The improved sandwich teaching method was applied in the experimental class of reproductive system in class 1-4 of clinical specialty in grade 16,and the traditional teaching method was adopted in class 5-8 as the control group. Results: The scores of the test group in the classroom were better than those of the control group,and there was no significant difference between the two groups in the final test results. Conclusion: The improved sandwich teaching method has certain significance in promoting students' understanding and mastery of knowledge.
Objective: To arouse students' learning initiative and enthusiasm,cultivate students' self-learning ability,and then improve the quality of teaching. Methods: The improved sandwich teaching method was applied in the experimental class of reproductive system in class 1-4 of clinical specialty in grade 16,and the traditional teaching method was adopted in class 5-8 as the control group. Results: The scores of the test group in the classroom were better than those of the control group,and there was no significant difference between the two groups in the final test results. Conclusion: The improved sandwich teaching method has certain significance in promoting students' understanding and mastery of knowledge.
引文
[1]冯英,曾园山.组织学与胚胎学课程应用TBL教学的初步探索[J].中国组织化学与细胞化学杂志,2011,20(4):377-379.
[2]Kadmon M,Strittmatter Haubold V,Greifeneder R,et al. The sandwich principle——introduction to learner-centred teaching/learning methods in medicine[J]. Z Evid Fortbild Qual Gesundhwes,2008,102(10):628-633.
[3]姜大朋,李昭铸,张玉波,等.“三明治”教学法在小儿外科学临床教学中的应用与实践[J].中国高等医学教育,2011(11):107-108.
[4]许瑜函,朱慧,谭梦晖,等.“三明治”教学法设计下学生课堂参与分析[J].复旦教育论坛,2006,14(1):107-112.
[5]金英玉,关秀茹,薄红,等.简化的“三明治教学法”在检验规培病例讨论中的应用[J].中国继续医学教育,2017,9(11):7-8.
[6]鲍庆红,王爽,邹蕊,等.“三明治”教学法在口腔正畸学教学中的应用[J].中国高等医学教育,2016(3):77-78.
[2]Kadmon M,Strittmatter Haubold V,Greifeneder R,et al. The sandwich principle——introduction to learner-centred teaching/learning methods in medicine[J]. Z Evid Fortbild Qual Gesundhwes,2008,102(10):628-633.
[3]姜大朋,李昭铸,张玉波,等.“三明治”教学法在小儿外科学临床教学中的应用与实践[J].中国高等医学教育,2011(11):107-108.
[4]许瑜函,朱慧,谭梦晖,等.“三明治”教学法设计下学生课堂参与分析[J].复旦教育论坛,2006,14(1):107-112.
[5]金英玉,关秀茹,薄红,等.简化的“三明治教学法”在检验规培病例讨论中的应用[J].中国继续医学教育,2017,9(11):7-8.
[6]鲍庆红,王爽,邹蕊,等.“三明治”教学法在口腔正畸学教学中的应用[J].中国高等医学教育,2016(3):77-78.