引用本文:孙红妮1 赵玉娟1 于卓梅1 曲学丽1 贾世磊2.MOOC在人体解剖学教学改革中的应用[J].中华医学教育探索杂志,2022,(3):293~296
MOOC在人体解剖学教学改革中的应用
Application of MOOC in the teaching reform of human anatomy
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中文关键词:  人体解剖学  大规模在线开放课程模式  创造力  思维能力  教学效果
英文关键词:Human anatomy  Massive open online course mode  Creativity  Thinking ability  Teaching effect
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作者单位
孙红妮1 赵玉娟1 于卓梅1 曲学丽1 贾世磊2 1滨州医学院烟台附属医院麻醉科手术室烟台 2641002山东省烟台护士学校学生科团委烟台 264000 
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中文摘要:
      目的 探讨基于创造力和思维能力培养的大规模在线开放课程(massive open online course,MOOC)在临床医学人体解剖学教学中的实践作用。方法 选取2019级临床医学专业两个班学生,对照组(73人)采用传统课堂面授,研究组(79人)采取基于创造力和思维能力培养的MOOC教学。教学结束后,对比学生的创造力、思维能力、自学能力及学习兴趣,另比较学生对知识的掌握情况(理论成绩与解剖操作考核)及对教学的满意度。采用SPSS 19.0进行t检验、卡方检验和秩和检验。结果 研究组教学结束后学生的创造力、思维能力、自学能力及学习兴趣评分均高于对照组(P<0.05);研究组教学结束后学生理论知识[(91.41±6.28)分]及解剖操作考核评分[(87.41±7.25)分]均高于对照组[(85.24±7.36)分、(80.26±6.38)分](P<0.05);两组学生教学满意度等级分布比较差异有统计学意义(P<0.05),研究组对教学总满意率(94.94%)高于对照组(83.56%)。结论 人体解剖学教学中采用基于创造力和思维能力培养的MOOC模式,可提升学生创造力、思维能力、自学能力,提高其学习兴趣及对人体解剖学知识的掌握,并可提高对教学的满意度。
英文摘要:
      Objective To explore the practical role of massive open online course (MOOC) mode based on the cultivation of creativity and thinking ability in clinical human anatomy teaching. Methods Two classes of clinical medicine students of Batch 2019 were selected in the study, and one class was control group (n=73), which adopted the traditional teaching mode of face-to-face teaching; the other class was research group (n=79) and the MOOC mode based on the cultivation of creativity and thinking ability for teaching was adopted. After the teaching, the students' creativity, thinking ability, self-learning ability and learning interest were compared, and the mastery of knowledge (theoretical scores and anatomical operation assessment) and satisfaction with teaching were compared between the two groups. SPSS 19.0 was used for t test, chi-square test and rank sum test. Results The scores of creativity, thinking ability, self-study ability and learning interest of the research group were significantly higher than those of the control group after the teaching (P<0.05). The scores of theoretical knowledge [(91.41±6.28) points] and anatomical operation [(87.41±7.25) points] in the research group were significantly higher than those in the control group after the teaching [(85.24±7.36) points and (80.26±6.38) points] (P<0.05). There was significant difference in the distribution of teaching satisfaction between the two groups (P<0.05), and the total satisfaction rate for teaching of the research group (94.94%) was higher than that of the control group (83.56%). Conclusion The MOOC mode based on the cultivation of creativity and thinking ability in clinical human anatomy teaching can significantly improve students' creativity, thinking ability and self-learning ability, improve their learning interest and mastery of human anatomy knowledge, and improve their satisfaction with teaching.
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