引用本文:边慧 张学梅.机能学基础实验教学情况调查与思考[J].中华医学教育探索杂志,2014,13(2):208~210
机能学基础实验教学情况调查与思考
Investigation on basic experiment teaching of functional science and its reflection
DOI:
中文关键词:  机能学  实验  转化式学习
英文关键词:Functional science  Experiment  Transformative learning
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作者单位
边慧 张学梅 Department of Physiology Kunming Medical University 
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中文摘要:
      目的 了解机能学基础实验教学现状,促进转化学习实现。方法 采用随机抽样法对昆明医科大学2011级五年制临床医学、医学检验、医学影像专业274名学生进行问卷调查,调查内容主要包括学生的学习态度、学习目标、教学内容等。采用Excel 2003完成数据录入,并用各选择项百分比进行描述性分析。结果 267份有效问卷中,94.76%(253/267)的学生喜欢机能学基础实验,并且有82.40%(220/267)的学生希望实验室长期开放;97.38%(260/267)的学生认为机能学基础实验可以帮助和促进理解生理学理论知识,98.50%(262/267)的学生对每次实验前进行基本理论和基本操作的讲解持肯定态度,78.27%(209/267)的学生愿意强化基本操作;而仅59.18%(158/267)的学生对实验结果进行分析。结论 机能学基础实验受到学生欢迎,但目前学生自主思考问题能力欠缺;应在基础实验、基本操作中,促进以兴趣为导向、多角度看问题的转化式学习的实现。
英文摘要:
      Objective To understand the basic experimental teaching of functional science in order to promote transformative learning. Methods Random sampling questionnaire survey was con-ducted among 274 students (2011 grade, 5-year-program) majored in clinical medicine, medical lab-oratory and medical imaging in Kunming Medical University. Investigation primarily aimed at the stu-dents' learning attitude, learning objectives, and teaching content. Excel 2003 was used for data en-try, percentage of each questionnaire option was calculated and the findings were directly described. Results 94.76%(253/267) students preferred basic experiment; 82.40%(220/267) students hoped to open long term laboratory; 97.38%(260/267) students thought that basic experiment could help pro-mote understanding and theoretical knowledge of physiology; 98.50%(262/267) students thought the explain of the basic theories and the operation prior to each experiment were good; 78.27%(209/267)students were willing to strengthen the basic operation while only 59.18%(158/267) students would like to analyze the experiment results. Conclusions Basic experiment of functional science is wel-comed by students. Due to the lack of independent thinking ability of students, experiment course should de designed to promote interest-oriented transformative learning and to culture transformation perspective, finally achieving the transformative learning.
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