“雨课堂”在医学留学生生物化学实验教学中的应用
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摘要
目的探索"雨课堂"在医学留学生生物化学实验教学中的应用。方法随机将2017级117名医学留学生分为对照组和雨课堂组。对照组采用传统教学法进行生物化学实验课教学;雨课堂组采用"雨课堂"教学模式进行授课。问卷调查两组学生对教学模式的满意度,统计分析两组学生实验报告单、实验课及理论课成绩的差异。结果雨课堂组学生实验报告成绩、实验课成绩及理论课成绩组均高于对照组,差异具有统计学意义(P <0.05);雨课堂组学生对教学模式的认可度高于对照组,差异具有统计学意义(P <0.05)。结论 "雨课堂"教学模式在医学留学生生物化学实验教学中取得了显著的教学效果。
Objective To research the application effect of "Rain Classroom" in biochemistry experimental teaching for foreign students.Methods 117 medical students of grade 2017 were randomly divided into control group and rain classroom group. The control group used the traditional teaching method to teach the biochemistry experiment course.The rain classroom group uses the rain classroom teaching mode to teach.Questionnaires were used to investigate the satisfaction of the two groups with the teaching model. The differences of the experimental report sheet,the experimental class and the theoretical class between the two groups were statistically analyzed. Results The results of experiment report, experiment class and theory class in rain classroom group were higher than those in control group, with statistical significance(P < 0.05). The students in the Rain Classroom group recognized the teaching mode higher than those in the control group, and the difference was statistically significant(P < 0.05). Conclusion The effect of "Rain Classroom" teaching method in biochemistry experimental teaching for foreign students is very good.
Objective To research the application effect of "Rain Classroom" in biochemistry experimental teaching for foreign students.Methods 117 medical students of grade 2017 were randomly divided into control group and rain classroom group. The control group used the traditional teaching method to teach the biochemistry experiment course.The rain classroom group uses the rain classroom teaching mode to teach.Questionnaires were used to investigate the satisfaction of the two groups with the teaching model. The differences of the experimental report sheet,the experimental class and the theoretical class between the two groups were statistically analyzed. Results The results of experiment report, experiment class and theory class in rain classroom group were higher than those in control group, with statistical significance(P < 0.05). The students in the Rain Classroom group recognized the teaching mode higher than those in the control group, and the difference was statistically significant(P < 0.05). Conclusion The effect of "Rain Classroom" teaching method in biochemistry experimental teaching for foreign students is very good.
引文
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[9]潘馨慧,赵娜,应雪,等.混合式教学背景下的“雨课堂”教学实践--以药剂学课程教学为例[J].卫生职业教育,2018,36(14):69-70.
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[11]刘纪兴,刘丹.“雨课堂”下生物学教学与现代教育技术的深度融合[J].生物学教学,2018,43(10):39-40.
[12]周平,管俊昌,高淑娴,等.雨课堂在医学微生物学教学中的应用[J].基础医学教育,2018,20(5):399-402.
[2]刘晓健,刘义,王琴,等.留学生基础医学实验教学的实践与体会[J].中国继续医学教育,2018,9(32):20-22.
[3]董晓宇,曹颖,刘小梅,等.基于PBL的翻转课堂在生物化学实验教学中的探索[J].基础医学教育,2018,20(10):863-865.
[4]袁芝琼,李蕴成,高春燕,等.PBL教学模式在大理大学留学生预防医学实验教学中的实践[J].大理大学学报,2017,2(4):98-100.
[5]郑皓,贺颖,陈辉,等.提高留学生《医学细胞生物学》实验课教学质量的探讨[J].继续医学教育,2016,30(11):81-83.
[6]殷光文,杜金苓,林霞琳,等.基于雨课堂的“兽医寄生虫病学”课堂教学改革与实践[J].黑龙江畜牧兽医,2018(14):236-237.
[7]王涛,张莉,郭媛,等.雨课堂在生理学教学中的实践与体会[J].医学教育研究与实践,2018,26(6):1027-1030.
[8]李思熳,李树德,武静,等.PBL结合摄像反馈在留学生分子生物学实验教学中的应用[J].昆明医科大学学报,2017,38(1):133-137.
[9]潘馨慧,赵娜,应雪,等.混合式教学背景下的“雨课堂”教学实践--以药剂学课程教学为例[J].卫生职业教育,2018,36(14):69-70.
[10]卢伟,贾梓祎,李伟红,等.雨课堂对高校教学产生的影响[J].中国继续医学教育,2018,10(19):7-9.
[11]刘纪兴,刘丹.“雨课堂”下生物学教学与现代教育技术的深度融合[J].生物学教学,2018,43(10):39-40.
[12]周平,管俊昌,高淑娴,等.雨课堂在医学微生物学教学中的应用[J].基础医学教育,2018,20(5):399-402.