引用本文:邱雪梅1 刘龙2 余春芳2 刘志新2 金志雄2 汪静杰2.医学微生物学对分课堂多元教学的整合应用[J].中华医学教育探索杂志,2020,(7):801~804
医学微生物学对分课堂多元教学的整合应用
Integrated application of multi-mode teaching based on presentation-assimilation-discussion class in medical microbiology
DOI:
中文关键词:  医学微生物学  对分课堂  多元教学  整合
英文关键词:Medical microbiology  Presentation-assimilation-discussion (PAD) class  Multiple teaching  Integration
基金项目:
作者单位
邱雪梅1 刘龙2 余春芳2 刘志新2 金志雄2 汪静杰2 1湖北医药学院基础医学院病原生物学实验室十堰 4220002 湖北医药学院基础医学院医学微生物学教研室十堰 422000 
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中文摘要:
      目的 探讨医学微生物学对分课堂中整合应用多元教学的效果。方法 收集湖北医药学院2017级临床医学专业102名学生,采取类实验研究方法;实验组(50名)班级通过建立医学微生物学对分课堂教学,在授课实施环节整合应用微信公众号、雨课堂、问卷星多元教学手段;对照组(52名)班级实施传统教学;并利用问卷调查和考试考核方式比较两组班级的教学效果。采用SPSS 20.0进行t检验。结果 实验组问卷调查结果中,教学成效相关指标的分值明显高于对照组(P<0.01);且实验组考试成绩也明显优于对照组(P<0.01)。结论 多元教学整合丰富了对分课堂的教学,充分发挥了以学生为中心,增强了学生学习的主动性与参与度,提升了学生知识掌握能力与创新性。
英文摘要:
      Objective To explore the effect of integrated application of multi-mode teaching in presentation-assimilation-discussion (PAD) class of medical microbiology. Methods A total of 102 2017-batch clinical medical students of Hubei University of Medicine were collected, and the quasi-experimental study was adopted. The experimental class (50 students) was established by setting a PAD class, integrating the use of WeChat public account, Rain Classroom and WJX software during the teaching implement. And traditional mode of teaching was carried out in the control class (52 students). Moreover, the questionnaire survey and the test assessment were applied to compare the teaching effects of the two classes. Results Questionnaire results showed that scores of indicators related to the teaching effectiveness in the experimental group were significantly higher than those in the control group (P<0.01), and scores of tests in the experimental group were significantly better than those in the control group (P<0.01). The t test was performed by SPSS 20 in the study. Conclusion The integrated application of multi-mode teaching enriches the teaching mode of PAD class, which fully describes the student-centered concept, and increases students' initiative, participation, as well as students' knowledge mastery and innovation.
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