医学院学生对社会医学视频案例教学效果的评价研究
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摘要
目的以学生评价为视角,探讨提高普通高校视频案例教学质量的对策。方法定量资料运用SPSS 21.0统计软件进行数据整理,采用交叉表分析,描述医学院学生对视频案例教学效果的满意度评价;定性分析应用MAXqda 2软件与归纳法,结合相关理论与实践经验进行定性归纳。结果视频案例教学的优点在于形象生动、有利于调动情绪,促进知识理解,提高综合素质。问题主要表现在视频制作与处理质量、课堂互动方式、视频案例的课时比例和课堂播放时间等方面。结论基于匹配性、前沿性、生动性、思想性、真实性的标准甄选案例;适当安排视频案例学时和播放时间;教师主导、学生主动和开放式讨论是提高课堂互动教学效果的要素。
Objective To explore the effective measures to improve the quality of video-assisted case-based teaching(CBT) in medical colleges from the perspective of students. Methods Quantitative data were collected and processed by SPSS 21.0 statistical software. Cross-tabulation analysis was performed to describe the satisfaction of medical students on the effectiveness of video-assisted CBT. Qualitative analysis was performed using the MAXqda 2 software and inductive method, and qualitative induction was carried out based on pertinent theory and practice. Results Video-assisted CBT offered vivid materials and thus helped to mobilize the students' enthusiasm, facilitate their comprehension of knowledge, and improve their comprehensive quality. However, there were problems with regard to the quality of video production and processing, means of class interaction, the proportion of class hours for video cases, and the time for playing the videos in the class. Conclusion Cases used in the CBT should be selected based on relevancy, frontier, vividness, ideology, and authenticity. The video-assisted CBT hours and video playing time should be properly arranged. A teacher-led, student-interacted open discussion is an important factor for improving the interactive teaching.
Objective To explore the effective measures to improve the quality of video-assisted case-based teaching(CBT) in medical colleges from the perspective of students. Methods Quantitative data were collected and processed by SPSS 21.0 statistical software. Cross-tabulation analysis was performed to describe the satisfaction of medical students on the effectiveness of video-assisted CBT. Qualitative analysis was performed using the MAXqda 2 software and inductive method, and qualitative induction was carried out based on pertinent theory and practice. Results Video-assisted CBT offered vivid materials and thus helped to mobilize the students' enthusiasm, facilitate their comprehension of knowledge, and improve their comprehensive quality. However, there were problems with regard to the quality of video production and processing, means of class interaction, the proportion of class hours for video cases, and the time for playing the videos in the class. Conclusion Cases used in the CBT should be selected based on relevancy, frontier, vividness, ideology, and authenticity. The video-assisted CBT hours and video playing time should be properly arranged. A teacher-led, student-interacted open discussion is an important factor for improving the interactive teaching.
引文
[1]张永利,胡文华,张金凤.医学伦理学教学案例选择的新视角[J].中国医学伦理学,2010, 23(2):66-67.
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[13]庄立辉,郭继志,吴炳义,等.视频案例教学模式学生满意度状况及影响因素分析——基于本科社会医学课堂实践[J].中国教育技术装备,2013(3):47-48.
[14]危玉妹,危薇.视频案例教学:法律教学的新突破[J].福建师范大学学报:哲学社会科学版,2006(6):175-178.
[2]程宇.保险学案例教学效果的模糊综合评价研究[J].知识经济,2010(9):101.
[3]叶立新.案例教学评价理论与方法探析[J].北方经贸,2008(7):197-198.
[4]李绍兰.案例教学在解剖学教学中的教学效果评价与分析[J].中国科教创新导刊,2008(28):102-103.
[5]李伟,刘振艳,彭迅一.市场营销课程开展视频案例教学的实践性研究[J].教育现代化,2016(5):12-15.
[6]吴晓明,曹旭.反思与展望——再谈高校案例教学[J].现代教育管理,2006(5):95-96.
[7]金明华.高校案例教学之管见[J].黑龙江高教研究,2004(2):156-157.
[8]杜昌建.论视频案例教学在高校思想政治理论课中的应用[J].现代教育科学,2016(11):44-48.
[9]李赛美,陈子康,万晓刚,等.《伤寒论》多媒体视频案例教学问卷调查与分析[J].中华中医药学刊,2008(12):2547-2548.
[10]李艳.视频案例教学法在《管理学原理》课程案例教学中的应用[J].北京电子科技学院学报,2016, 24(1):70-75.
[11]王连军.成人高校案例教学的实施[J].天津职业院校联合学报,2006, 8(1):39-41.
[12]孙天立.多媒体视频教学在“思想道德修养与法律基础”课程中的应用[J].教育与职业,2011(8):168-170.
[13]庄立辉,郭继志,吴炳义,等.视频案例教学模式学生满意度状况及影响因素分析——基于本科社会医学课堂实践[J].中国教育技术装备,2013(3):47-48.
[14]危玉妹,危薇.视频案例教学:法律教学的新突破[J].福建师范大学学报:哲学社会科学版,2006(6):175-178.