中华医学教育杂志

中华医学教育杂志 ›› 2020, Vol. 40 ›› Issue (10): 766-769.DOI: 10.3760/cma.j.cn115259-20191112-00981

• 教学方法 • 上一篇    下一篇

案例引导的探究性教学方法在毒理学基础实验教学中的应用效果

韩雪1, 姚茂琳1, 王祺2, 马璐2, 王大朋2, 陈雄2, 邹忠兰2, 王庆陵2, 胡婷2, 覃子秀1, 潘雪莉1, 洪峰1, 张爱华2   

  1. 1贵州医科大学公共卫生学院毒理学系,贵阳 550025;
    2贵州医科大学环境污染与疾病监控教育部重点实验室,贵阳 550025
  • 收稿日期:2019-11-12 出版日期:2020-10-01 发布日期:2020-12-08
  • 通讯作者: 姚茂琳, Email: maolin.yao@qq.com, 电话: 0851-88416185
  • 基金资助:
    贵州医科大学2017年本科教学质量与改革工程项目(2017019);贵州省一流课程重点建设项目(黔教高发[2017]158号)

Application and effect of case-based inquiry teaching method in toxicology experiment teaching

Han Xue1, Yao Maolin1, Wang Qi2, Ma Lu2, Wang Dapeng2, Chen Xiong2, Zou Zhonglan2, Wang Qingling2, Hu Ting2, Qin Zixiu1, Pan Xueli1, Hong Feng1, Zhang Aihua2   

  1. 1Department of Toxicology, School of Public Health, Guizhou Medical University, Guiyang, 550025;
    2Key Laboratory, Environmental Pollution Monitoring and Disease Control Ministry, Guizhou Medical University, Guiyang 550025, China
  • Received:2019-11-12 Online:2020-10-01 Published:2020-12-08
  • Contact: Yao Maolin, Email: maolin.yao@qq.com, Tel: 0086-851-88416185
  • Supported by:
    Undergraduate Teaching Quality and Reform Project of Guizhou Medical University in 2017(2017019);The Key Project of First-class Course in Guizhou Province-Toxicology([2017]158)

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摘要： 目的 探讨案例引导的探究性教学方法(下文简称“探究性教学”)在毒理学基础实验教学中的应用与效果。方法 选择贵州医科大学公共卫生学院五年制预防医学专业2012级~2015级447名学生为研究对象,其中110名2012级学生作为对照组,采用传统教学;337名2013级~2015级学生作为试验组,采用探究性教学。采用考试成绩和自编调查问卷对教学效果进行评价。结果 试验组学生的考试及格率及优良率分别为94.4%(318/337)、33.5%(113/337),均高于对照组学生的79.1%(87/110)和8.2%(9/110),差异有统计学意义(χ2=22.72、26.86,P<0.05);调查结果显示,试验组95名2015级学生中,63.2%(60/95)更喜欢探究性教学方法,认为此教学方法提升了其自主学习(88.4%,84/95)、解决问题(82.1%,78/95)、交流沟通(91.6%,87/95)和团队协作能力(84.2%,80/95)。结论 案例引导的探究性教学方法提高了毒理学实验的教学效果,并有助于学生综合素质的提升。

关键词: 毒理学, 实验教学, 探究性教学, 基于案例学习, 教学改革

Abstract: Objective To evaluate the effect of case method combined with research-based learning model on the teaching of toxicology experimental teaching for undergraduates. Methods All 447 students from the grade 2012-2015 of preventive medicine in the School of Public Health of Guizhou Medical University were recruited.The traditional teaching method(n=110) and the research-based teaching method(n=337) were adopted respectively, and the test scores and questionnaires were used to evaluate the effect. Results The pass rate and excellent rate of inquiry teaching were 94.4%(318/337) and 33.5%(113/337), which were higher than those of traditional teaching methods[79.1%(87/110) and 8.2%(9/110)],and the difference is statistically significant(χ2=22.72,26.86,P<0.05). The results of the questionnaire showed that most of the students preferred the inquiry teaching(63.2%,60/95),and that the inquiry teaching improved self-learning(88.4%,84/95), problem-solving(82.1%,78/95),communication(91.6%,87/95) and team work(84.2%,80/95). Conclusions The case-directed inquiry teaching method improves the teaching effect of toxicology experiments and contributes to the improvement of students' comprehensive quality.

Key words: Toxicology, Experimental teaching, Inquiry Teaching, Case-based learning, Teaching reform

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