“对分课堂”在高校病理生理学教学中的应用研究
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摘要
目的研究"对分课堂"教学模式在病理生理学教学中的应用效果。方法选取2018年2～7月成都医学院2016级药学专业218名大二本科生作为研究对象,采用随机数字表法分为对照组(75名)和实验组(143名),对照组采用传统教学法,实验组采用"对分课堂"教学法。通过期末考试和调查问卷评估教学效果。结果与对照组比较,实验组学生病理生理学课期未考试成绩较高(P<0.01),实验组学生对该教学法持肯定态度,认为它增加了师生、生生互动,可以提高自身的审辨思维以及沟通、表达、合作、创新能力,希望在今后的学习中继续使用(P<0.01)。实验组学生课后学习自主性高于对照组(P<0.01)。结论 "对分课堂"教学方法不仅改善教学效果,培养了学生的核心素养能力,而且建立了教师、学生都满意的课堂,值得在医学院校病理生理学教学中广泛推广应用。
Objective To research the effect of the Presentation-Assimilation-Discussion classroom teaching mode on medical college pathophysiology course. Methods A total of 218 pharmaceutical specialty undergraduates of 2016 class in grade 2 in Chengdu Medical College from February to July 2018 were selected as study subjects. All the students were divided into control group(75 students) and experimental group(143 students) by random number table method.The control group was adopted traditional teaching method, while the experimental group was accepted the Presentation-Assimilation-Discussion classroom teaching method. Teaching efficiency was assessed through the final examination and questionnaires. Results Compared with the control group, the scores of paehophysiology coure of final examination was higher in the experimental group(P < 0.01). The students in the experimental group hold a positive attitude towards the PAD classroom teaching method, who thought it increased teacher-student, stuolent-stuclent interaction,critical thinking ability, communication, expression, cooperation, and creativity could improve and aspired to use the method continuously(P < 0.01). Post-class learning autonory in the experimental group was higher than the control group(P < 0.01). Conclusion The Presentation-Assimilation-Discussion classroom not only improves teaching efficacy, developes student core competence,but also establishes a classroom satisfied by both teachers and students. It is worthy of promotion in medical college pathophysiology courses teaching.
Objective To research the effect of the Presentation-Assimilation-Discussion classroom teaching mode on medical college pathophysiology course. Methods A total of 218 pharmaceutical specialty undergraduates of 2016 class in grade 2 in Chengdu Medical College from February to July 2018 were selected as study subjects. All the students were divided into control group(75 students) and experimental group(143 students) by random number table method.The control group was adopted traditional teaching method, while the experimental group was accepted the Presentation-Assimilation-Discussion classroom teaching method. Teaching efficiency was assessed through the final examination and questionnaires. Results Compared with the control group, the scores of paehophysiology coure of final examination was higher in the experimental group(P < 0.01). The students in the experimental group hold a positive attitude towards the PAD classroom teaching method, who thought it increased teacher-student, stuolent-stuclent interaction,critical thinking ability, communication, expression, cooperation, and creativity could improve and aspired to use the method continuously(P < 0.01). Post-class learning autonory in the experimental group was higher than the control group(P < 0.01). Conclusion The Presentation-Assimilation-Discussion classroom not only improves teaching efficacy, developes student core competence,but also establishes a classroom satisfied by both teachers and students. It is worthy of promotion in medical college pathophysiology courses teaching.
引文
[1]袁志兵,高钰琪,黄缄,等.病理生理学实验教学中学生科研能力的培养[J].中国医药导报,2013,10(16):160-162.
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[4]刘慧萍,谷旭宇,张国民,等.“以学生为中心”的翻转课堂在病理生理学教学中的应用---以“休克”教学为例[J].中医教育ECM,2015,34(4):33-35.
[5]张华.论核心素养的内涵[J].全球教育展望,2016,45(4):10-24.
[6]林崇德.中国学生核心素养研究心理与行为研究[J].心理与行为研究,2017,15(2):145-154.
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[8]田青,闫清伟,张学新.“对分课堂”教学模式的学理分析[J]高教论坛,2017(9):71-73.
[9]丁学娜.大学课程教学中对分课堂的学生适应性研究[J]重庆高教研,2018,6(5):106-117.
[10]杨丹,王文军,乔艺,等.医学院校食品微生物学的教学改革探索与实践[J/OL].微生物学通报:1-6[2019-02-19].https://doi.org/10.13344/j.microbiol.china.180260.
[11]金惠铭,王建枝.病理生理学[M].7版.北京:人民卫生出版社,2008:1-3.
[12]谢柳.浅析如何提高病理生理学教学质量[J].教育现代化,2018(17):248-249.
[13]崔芳芹,姜丽娜,赵云霞,等.结合循证医学的CBL教学法在病理生理学中的应用效果[J].医学理论与实践,2014,27(6):832-834.
[14]方洁,董静尹,朱锋.多种教学模式在病理生理学教学中的联合运用[J].科教导刊:中旬刊,2018(5):128-129.
[15]侯玲,陶虹,聂黎虹.“对分课堂”教学模式在基础医学概论课程中的应用初探[J].卫生职业教育,2017,35(18):31-32.
[16]陈志超,闵永新,陈瑞丰.对分课堂模式下大学生思维能力的渐进生长---以“社会分工和商品经济”为例[J].黑龙江高教研究,2016(11):170-173.
[17]朱骅.“对分课堂”在“海洋文学”课程中的实践与效果[J].教育观察,2017,6(1):122-123.
[18]田甜,徐雅,马淑然.对分课堂在护理学专业中医学基础教学中的应用[J].中医教育ECM,2016,35(5):70-72.
[19]孙丽平,田爱香,贺民.“对分课堂”教学方法在高校中的应用[J].菏泽学院学报,2016,38(6):106-110.
[20]邓心强,游春霞.针对高校“对分课堂”教学模式的再认识[J].知与行,2017(10):134-139.
[21]韩秀婷.高校思想政治理论课应用“对分课堂”教学法探索[J].宁波教育学院学,2016,18(6):1-3.
[2]李彬彬,顾帝水,周艳芳,等.病理生理学在执业医师考试中的地位和作用研究[J].基础医学教育,2018,20(2):93-95.
[3]徐芳,刘颖,石磊,等.病理生理学教学中思维导图的应用[J].基础医学教育,2014,16(9):702-704.
[4]刘慧萍,谷旭宇,张国民,等.“以学生为中心”的翻转课堂在病理生理学教学中的应用---以“休克”教学为例[J].中医教育ECM,2015,34(4):33-35.
[5]张华.论核心素养的内涵[J].全球教育展望,2016,45(4):10-24.
[6]林崇德.中国学生核心素养研究心理与行为研究[J].心理与行为研究,2017,15(2):145-154.
[7]张学新.对分课堂:大学课堂教学改革的新探索[J].复旦论坛,2014,12(5):5-10.
[8]田青,闫清伟,张学新.“对分课堂”教学模式的学理分析[J]高教论坛,2017(9):71-73.
[9]丁学娜.大学课程教学中对分课堂的学生适应性研究[J]重庆高教研,2018,6(5):106-117.
[10]杨丹,王文军,乔艺,等.医学院校食品微生物学的教学改革探索与实践[J/OL].微生物学通报:1-6[2019-02-19].https://doi.org/10.13344/j.microbiol.china.180260.
[11]金惠铭,王建枝.病理生理学[M].7版.北京:人民卫生出版社,2008:1-3.
[12]谢柳.浅析如何提高病理生理学教学质量[J].教育现代化,2018(17):248-249.
[13]崔芳芹,姜丽娜,赵云霞,等.结合循证医学的CBL教学法在病理生理学中的应用效果[J].医学理论与实践,2014,27(6):832-834.
[14]方洁,董静尹,朱锋.多种教学模式在病理生理学教学中的联合运用[J].科教导刊:中旬刊,2018(5):128-129.
[15]侯玲,陶虹,聂黎虹.“对分课堂”教学模式在基础医学概论课程中的应用初探[J].卫生职业教育,2017,35(18):31-32.
[16]陈志超,闵永新,陈瑞丰.对分课堂模式下大学生思维能力的渐进生长---以“社会分工和商品经济”为例[J].黑龙江高教研究,2016(11):170-173.
[17]朱骅.“对分课堂”在“海洋文学”课程中的实践与效果[J].教育观察,2017,6(1):122-123.
[18]田甜,徐雅,马淑然.对分课堂在护理学专业中医学基础教学中的应用[J].中医教育ECM,2016,35(5):70-72.
[19]孙丽平,田爱香,贺民.“对分课堂”教学方法在高校中的应用[J].菏泽学院学报,2016,38(6):106-110.
[20]邓心强,游春霞.针对高校“对分课堂”教学模式的再认识[J].知与行,2017(10):134-139.
[21]韩秀婷.高校思想政治理论课应用“对分课堂”教学法探索[J].宁波教育学院学,2016,18(6):1-3.