引用本文:秦浴华,龚雯洁,柏艳萍,曾榛,贺诗雨.“协作与竞争学习”教学模式在《健康教育学》中的应用及优化方向:基于eFAST的定性研究[J].中华医学教育探索杂志,2024,23(5):651-655
“协作与竞争学习”教学模式在《健康教育学》中的应用及优化方向:基于eFAST的定性研究
Application and potential optimization of the collaborative and competitive learning model in Health Education: a qualitative study based on eFAST
DOI:10.3760/cma.j.cn116021-20231026-01712
中文关键词:  《健康教育学》  “协作与竞争学习”教学模式  课程评分方法  共识方法
英文关键词:Health Education  Collaborative and competitive learning model  Course assessment method  Consensus method
基金项目:中南大学教育教学改革(2022jy108)
作者单位邮编
秦浴华 中南大学湘雅公共卫生学院长沙 410013 410013
龚雯洁* 中南大学湘雅公共卫生学院长沙 410013 410013
柏艳萍 中南大学湘雅公共卫生学院长沙 410013 410013
曾榛 中南大学湘雅公共卫生学院长沙 410013 410013
贺诗雨 中南大学湘雅公共卫生学院长沙 410013 410013
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中文摘要:
      目的 探讨“协作与竞争学习”教学模式在《健康教育学》中的应用及其潜在优化方向。方法 挑选参与《健康教育学》课程实践任务的本科医学生开展基于网络的共识快速达成法(e fast anonymous consensus-forming tool,eFAST),就研究目的开展讨论并达成共识,基于关键词分类法分析会议记录以确定主题。结果 9名医学生参与eFAST,结果显示,学生认为在将“协作与竞争学习”教学模式应用于《健康教育学》课程实践任务环节时,最重要的5个内容是及时沟通、对问题进行评判、汇报内容更丰富、组内合理分配任务及成员共同选择任务主题。同时,他们指出配对的课程评分方法在以下方面需进行优化,包括教师参与评分、组内评分基于组间评分进行、所有同学参与组间评分以及利用移动软件进行评分和汇总。结论 “协作与竞争学习”教学模式可用于《健康教育学》的教学,但在课程任务设计、执行和汇报以及配套评分方法等内容设计上仍需进一步优化。
英文摘要:
      Objective To explore the application and potential optimization of the collaborative and competitive learning model in the Health Education course.Methods Undergraduate medical students participating in Health Education course practice tasks were selected to conduct discussions and reach consensus according to research objectives based on the e fast anonymous consensus-forming tool (eFAST). The meeting records were analyzed for theme identification using the keyword classification method.Results Nine medical students participated in eFAST discussions. The students considered the following five aspects as the most important for undertaking Health Education course practice tasks using the collaborative and competitive learning model: timely communication, problem evaluation, report content enrichment, reasonable task allocation within groups, and task topic selection by group members together. They also proposed suggestions on improvement of the assessment method, including teacher involvement in scoring, intra-group scoring based on inter-group scoring, all students participating in inter-group scoring, and using mobile applications for scoring and summarization.Conclusions The collaborative and competitive learning model can be used in the teaching of Health Education, but further optimization is needed in course task design, implementation, reporting, and assessment.
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