基于民汉合班教学模式的医学免疫学教学效果分析
|
摘要
目的:分析民汉合班教学模式的医学免疫学教学效果。方法:选取本校2009级至2016级14个专业的9 609名学生(民汉合班前共4 377人,2014～2015至2017～2018学年为民汉合班后,共5 232人)为研究对象,分析并比较2010-2011学年第一学期至2017-2018学年第二学期(共8个学年)和民汉合班前后的免疫学期末总评成绩(包括最高分、最低分、平均分和及格率)。结果:不同学年的最高分、最低分和平均分均有统计学差异(P<0. 05); 2010-2011学年的及格率最高(93. 7%),其次为2011-2012学年(93. 0%);民汉合班后的及格率(81. 8%)低于合班前(85. 4%)(P<0. 05);民汉合班后的学年中,期末总评成绩及格率有所提高,2014-2015学年为79. 5%、2015-2016学年为79. 4%、2016-2017学年为83. 3%和2017-2018学年为84. 4%。结论:民汉合班教学模式对医学免疫学成绩的提升有一定促进作用,仍需在此基础上继续努力探索,使之成为更加完善有效的教学模式,从而更好地提高民汉合班的免疫学教学效果。
Objective: To analyze the teaching effect of Medical Immunology based on the teaching mode of Ethnic minorityHan nationality combined class. Methods: 9 609 students( there were 4 377 students before combined class and 5 232 students after( from 2014-2015 to 2017-2018 academic years) combined class) of 14 majors from Grade 2009 to Grade 2016 in our university were selected as the study subjects. The final evaluation scores( including the highest,lowest,average and passing rates) of Medical Immunity from the first semester of 2010-2011 academic year to the second semester of 2017-2018 academic year and before and after Ethnic minority-Han nationality combined classes were analyzed and compared. Results: There were significant differences of the highest,lowest and average scores among different academic years( P<0. 05); the passing rate of 2010-2011 academic year was the highest( 93. 7%),followed by 2011-2012 academic year( 93. 0%); the passing rate( 81. 8%) after the combined classes was lower than that before the combined classes( 85. 4%)( P <0. 05); and the passing rates after the combined classes were improved,which were 79. 5% in the 2014-2015 academic year,79. 4% in the 2015-2016 academic year,83. 3% in the 2016-2017 academic year,84. 4% in the 2017-2018 academic year. Conclusion: The teaching mode of Ethnic minority-Han nationality combined class has a certain promoting effect on the improvement of scores of Medical Immunology. It is still necessary to continue to explore to make it a more perfect and effective teaching mode on this basis. Thus to better improve the teaching effect of Medical Immunology in the Ethnic minority-Han nationality combined classes.
Objective: To analyze the teaching effect of Medical Immunology based on the teaching mode of Ethnic minorityHan nationality combined class. Methods: 9 609 students( there were 4 377 students before combined class and 5 232 students after( from 2014-2015 to 2017-2018 academic years) combined class) of 14 majors from Grade 2009 to Grade 2016 in our university were selected as the study subjects. The final evaluation scores( including the highest,lowest,average and passing rates) of Medical Immunity from the first semester of 2010-2011 academic year to the second semester of 2017-2018 academic year and before and after Ethnic minority-Han nationality combined classes were analyzed and compared. Results: There were significant differences of the highest,lowest and average scores among different academic years( P<0. 05); the passing rate of 2010-2011 academic year was the highest( 93. 7%),followed by 2011-2012 academic year( 93. 0%); the passing rate( 81. 8%) after the combined classes was lower than that before the combined classes( 85. 4%)( P <0. 05); and the passing rates after the combined classes were improved,which were 79. 5% in the 2014-2015 academic year,79. 4% in the 2015-2016 academic year,83. 3% in the 2016-2017 academic year,84. 4% in the 2017-2018 academic year. Conclusion: The teaching mode of Ethnic minority-Han nationality combined class has a certain promoting effect on the improvement of scores of Medical Immunology. It is still necessary to continue to explore to make it a more perfect and effective teaching mode on this basis. Thus to better improve the teaching effect of Medical Immunology in the Ethnic minority-Han nationality combined classes.
引文
[1]于美清,董福生,郝福良,等.改变传统学教学模式增强师生课堂互动提高教学质量-浅谈医学教学中师生的课堂互动[J].教育教学论坛,2014,2:190-192.Yu MQ,Dong FS,Hao FL,et al.Changing traditional teaching mode,enhancing the interaction during class between teachers and students and improving the teaching quality-A brief talk on the interaction during class between teachers and students in medical teaching[J].Edu Teaching Forum,2014,2:190-192.
[2]蒋黎华,钮晓音,张勇,等.综合思维导图在医学免疫学教学中的运用初探[J].基础医学教育,2018,20(2):84-86.Jiang LH,Niu XY,Zhang Y,et al.Preliminary exploration on the application of comprehensive mind mapping in medical immunology teaching[J].Basic Med Edu,2018,20(2):84-86.
[3]江华,尹素改,梅雪,等.中医药院校医学免疫学的教学实践与体会[J].中医药管理杂志,2016,24(16):19-20.Jiang H,Yin SG,Mei X,et al.Teaching practice and experience of medical immunology in colleges of traditional Chinese medicine[J].J Traditional Chin Med Management,2016,24(16):19-20.
[4]王俨,詹臻,张伟伟,等.形成性评价在中医院校免疫学教学中的运用[J].中国中医药现代远程教育,2015,13(8):98-99.Wang Y,Zhan Z,Zhang WW,et al.Application of formative assessment on immunology teaching in traditional Chinese medicine colleges[J].Chin Med Modern Distance Edu China,2015,13(8):98-99.
[5]林巧爱,薛向阳,张丽芳,等.提高医学免疫学教学效果探讨[J].基础医学教育,2011,13(5):407-409.Lin QA,Xue XY,Zhang LF,et al.Improve the teaching effectiveness of medical immunology by transposition thinking[J].Basic Med Educ,2011,13(5):407-409.
[6]蒋黎华,王保国,葛海良,等."探究为基础的学习"教改的研究与实践[J].中国高等医学教育,2009,2:68-70.Jiang LH,Wang BG,Ge HL,et al.Practice and thought on research-based learning[J].China Higher Med Educ,2009,2:68-70.
[7]臧爽,乔俏,赵梅珍,等.医学生学习积极主动性的民族特征研究[J].实用预防医学,2014,21(8):917-920.Zang S,Qiao Q,Zhao MZ,et al.Study on the national characteristics of medical students'learning initiative[J].Pract Prevent Med,2014,21(8):917-920.
[8]边藏丽,王恺斌.互动教学法在护理学专业《医学微生物学》教学中的运用[J].护理研究,2007,21(2):317-319.Bian ZL,Wang KB.Application of interactive teaching method in teaching of"medical microbiology"for nursing specialty students[J].Chin Nurs Res,2007,21(2):317-319.
[2]蒋黎华,钮晓音,张勇,等.综合思维导图在医学免疫学教学中的运用初探[J].基础医学教育,2018,20(2):84-86.Jiang LH,Niu XY,Zhang Y,et al.Preliminary exploration on the application of comprehensive mind mapping in medical immunology teaching[J].Basic Med Edu,2018,20(2):84-86.
[3]江华,尹素改,梅雪,等.中医药院校医学免疫学的教学实践与体会[J].中医药管理杂志,2016,24(16):19-20.Jiang H,Yin SG,Mei X,et al.Teaching practice and experience of medical immunology in colleges of traditional Chinese medicine[J].J Traditional Chin Med Management,2016,24(16):19-20.
[4]王俨,詹臻,张伟伟,等.形成性评价在中医院校免疫学教学中的运用[J].中国中医药现代远程教育,2015,13(8):98-99.Wang Y,Zhan Z,Zhang WW,et al.Application of formative assessment on immunology teaching in traditional Chinese medicine colleges[J].Chin Med Modern Distance Edu China,2015,13(8):98-99.
[5]林巧爱,薛向阳,张丽芳,等.提高医学免疫学教学效果探讨[J].基础医学教育,2011,13(5):407-409.Lin QA,Xue XY,Zhang LF,et al.Improve the teaching effectiveness of medical immunology by transposition thinking[J].Basic Med Educ,2011,13(5):407-409.
[6]蒋黎华,王保国,葛海良,等."探究为基础的学习"教改的研究与实践[J].中国高等医学教育,2009,2:68-70.Jiang LH,Wang BG,Ge HL,et al.Practice and thought on research-based learning[J].China Higher Med Educ,2009,2:68-70.
[7]臧爽,乔俏,赵梅珍,等.医学生学习积极主动性的民族特征研究[J].实用预防医学,2014,21(8):917-920.Zang S,Qiao Q,Zhao MZ,et al.Study on the national characteristics of medical students'learning initiative[J].Pract Prevent Med,2014,21(8):917-920.
[8]边藏丽,王恺斌.互动教学法在护理学专业《医学微生物学》教学中的运用[J].护理研究,2007,21(2):317-319.Bian ZL,Wang KB.Application of interactive teaching method in teaching of"medical microbiology"for nursing specialty students[J].Chin Nurs Res,2007,21(2):317-319.