智慧课堂融合任务驱动教学法在《医学影像学》教学中的应用
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摘要
目的探讨智慧课堂融合任务驱动教学法在《医学影像学》教学中的应用效果。方法选取2018年9-12月大连医科大学2015级本科临床专业4个班的学生,分为研究组64名学生(接受智慧课堂融合任务驱动教学法教学),对照组64名学生(接受传统授予式教学法教学)。教学结束后,通过随堂测试评价教学效果,内容包括学生客观考核与主观考评。应用SPSS19.0软件对数据进行统计分析。结果研究组学生客观考核成绩(82.39±9.59)高于对照组(70±11.55),差异具有统计学意义(P <0.05);研究组学生在激发学习兴趣(82.9%比10.6%)、培养影像诊断思维能力及阅片技能(91.3%比5.6%)、培养独立思考与解决问题能力(88.5%比7.8%)、培养自主学习与科研创新思维(86.7%比9.2%)均高于对照组学生,具有统计学意义(P <0.01);两组学生对智慧课堂融合任务驱动教学法改革的认同感或对教学改革的期待(93.3%比85.4%)无统计学意义。结论智慧课堂融合任务驱动教学法,提高《医学影像学》教学质量显著,有助于激发学生的学习兴趣,培养学生的影像学诊断思维模式、良好的阅片习惯及技能。
Objective To explore the teaching effect of the intelligent classroom combined with task-driven teaching method in medical imaging teaching. Methods Four classes taking themedical imagingcourse were selected from Dalian Medical University from September 2018 to December 2018. They were divided into the study group(64 students accepting the intelligent classroom combined with task-driven teaching method) and the control group(64 students accepting traditional granting teaching method). At the end of the teaching, the teaching effect was evaluated through the classroom test, which included objective theoretical knowledge assessment and subjective assessment of the students.Statistical analysis was performed on the data using SPSS 19.0 software. Results The objective theoretical knowledge assessment scores of the study group(82.39±9.59) were higher than those of the control group(70±11.55), and the difference was significant(P<0.05). In terms of arousing learning interest, developing the thinking ability and skills of image diagnosis, cultivating the ability of independent thinking and solving problems, improving autonomic learning and innovative thinking in scientific research, the study group were higher than the control group respectively by(82.9% vs. 10.6%),(91.3% vs. 5.6%),(88.5% vs.7.8%),(86.7% vs. 9.2%), and the differences were significant(P<0.01). There was no statistical difference between the two groups of students' recognition or expectation of teaching reform(93.3% vs. 85.4%). Conclusion The intelligent classroom combined with task-driven teaching method can significantly improve the quality of medical imaging teaching, better stimulate learning interest, and help to cultivate imaging diagnostic thinking mode and reading skills.
Objective To explore the teaching effect of the intelligent classroom combined with task-driven teaching method in medical imaging teaching. Methods Four classes taking themedical imagingcourse were selected from Dalian Medical University from September 2018 to December 2018. They were divided into the study group(64 students accepting the intelligent classroom combined with task-driven teaching method) and the control group(64 students accepting traditional granting teaching method). At the end of the teaching, the teaching effect was evaluated through the classroom test, which included objective theoretical knowledge assessment and subjective assessment of the students.Statistical analysis was performed on the data using SPSS 19.0 software. Results The objective theoretical knowledge assessment scores of the study group(82.39±9.59) were higher than those of the control group(70±11.55), and the difference was significant(P<0.05). In terms of arousing learning interest, developing the thinking ability and skills of image diagnosis, cultivating the ability of independent thinking and solving problems, improving autonomic learning and innovative thinking in scientific research, the study group were higher than the control group respectively by(82.9% vs. 10.6%),(91.3% vs. 5.6%),(88.5% vs.7.8%),(86.7% vs. 9.2%), and the differences were significant(P<0.01). There was no statistical difference between the two groups of students' recognition or expectation of teaching reform(93.3% vs. 85.4%). Conclusion The intelligent classroom combined with task-driven teaching method can significantly improve the quality of medical imaging teaching, better stimulate learning interest, and help to cultivate imaging diagnostic thinking mode and reading skills.
引文
[1]刘佳,何晓静,郭大静,等.基于“互联网+”的移动教学法在医学影像学教学中的研究[J].中国继续医学教育,2018,10(35):52-54.
[2]唐烨伟,庞敬文,钟绍春,等.信息技术环境下智慧课堂构建方法及案例研究[J].中国电化教育,2014,(11):23-29,34.
[3]罗万丽.“互联网+”时代面向智慧教育的课堂教学设计研究[C].第9届全球华人探究学习创新应用大会论文集.西北师范大学,2018:476-483.
[4]和学玲,程国忠.任务驱动教学模式的探讨和应用[J].新课程研究(基础教育),2010,(8):48-50.
[2]唐烨伟,庞敬文,钟绍春,等.信息技术环境下智慧课堂构建方法及案例研究[J].中国电化教育,2014,(11):23-29,34.
[3]罗万丽.“互联网+”时代面向智慧教育的课堂教学设计研究[C].第9届全球华人探究学习创新应用大会论文集.西北师范大学,2018:476-483.
[4]和学玲,程国忠.任务驱动教学模式的探讨和应用[J].新课程研究(基础教育),2010,(8):48-50.