| 基金项目:黑龙江省高等教育教学改革项目（SJGZ20200181、SJGY20200752） |
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| 中文摘要: |
| 目的 探讨基于识别断面结构的数字课堂在断层解剖学实验教学中的应用效果。方法 随机选取牡丹江医学院2018级影像诊断专业6个班（180人）作为研究对象，并将其分为试验组和对照组。试验组3个班（90人）实施学习通平台+虚拟数字人的数字化课堂教学，对照组3个班（90人）实施传统教学。课程结束后，根据调查问卷结果和期末考试成绩进行效果评价。采用SPSS 18.0软件对数据进行t检验和卡方检验。结果 调查问卷显示，试验组学生在自学能力、独立思考能力、分析解决问题能力、学习效率、学习兴趣、断层思维培养方面优于对照组，差异有统计学意义（P<0.05）。考试成绩显示试验组理论成绩[（56.08±1.65）分 vs. （45.19±1.74）]分、实验成绩[（37.13±3.24）分 vs. （30.16±2.04）分]和总成绩[（93.21±3.18）分 vs. （75.35±1.79）分]均高于对照组，差异有统计学意义（P<0.05）。结论 基于识别断面结构的数字课堂教学提高了学生分析问题和解决问题的能力，增加了其对断层解剖学的学习兴趣，提高了教学效果，是一种可行的教学模式。 |
| 英文摘要: |
| Objective To discuss the application effect of digital classroom based on identifying sectional structure in the experimental teaching of sectional anatomy.Methods A total of 180 students majoring in imaging diagnosis from six classes of Batch 2018 in Mudanjiang Medical University were randomly selected as the research objects and divided into the experimental group and the control group. Three classes (90 people) in the experimental group implemented the digital classroom teaching of learning platform + virtual digital person, while another three classes (90 people) in the control group adopted traditional teaching. After the course, the effect was evaluated according to the results of the questionnaire and the final exam results. SPSS 18.0 software was used for t-test and Chi-square test.Results The questionnaire showed that the students in the experimental groups were superior to those in the control group in self-study ability, independent thinking ability, analytical and problem-solving ability, learning efficiency, learning interest and sectional thinking cultivation, and the difference was statistically significant (P<0.05). The test scores showed that the theoretical scores [(56.08±1.65) vs. (45.19±1.74)], experimental scores [(37.13±3.24) vs. (30.16±2.04)] and total scores [(93.21±3.18) vs. (75.35±1.79)] in the experimental group were higher than those in control group, and the differences were statistically significant (P<0.05).Conclusion The digital classroom based on identifying sectional structure is a feasible teaching mode, which improves the students' ability to analyze and solve problems, increases their interest in sectional anatomy, and improves the teaching effect. |
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