中华医学教育杂志

中华医学教育杂志 ›› 2018, Vol. 38 ›› Issue (4): 570-574.DOI: 10.3760/cma.j.issn.1673-677X.2018.04.021

• 教育技术 • 上一篇    下一篇

以微课为载体移动学习教学模式在病理学教学中的应用

孙丽梅, 邱雪杉, 张清富, 李庆昌, 曲波, 孙宝志, 闻德亮   

  1. 110122 沈阳,中国医科大学基础医学院病理学教研室(孙丽梅、邱雪杉、张清富、李庆昌),国际医学教育研究院(曲波、孙宝志、闻德亮)
  • 收稿日期:2017-11-07 出版日期:2018-08-01 发布日期:2020-12-08
  • 通讯作者: 邱雪杉,Email:qiuxues@hotmail.com
  • 基金资助:
    中国医科大学“十三五”教育科学研究课题(YDJK2015019);教育部在线教育研究基金2016年度立项课题(2016YB127);辽宁省教育科学“十三五”规划2015年度立项课题(512)

The application of mobile learning teaching model based on micro course in pathology

Sun Limei, Qiu Xueshan, Zhang Qingfu, Li Qingchang, Qu Bo, Sun Baozhi, Wen Deliang   

  1. Department of Pathology,College of Basic Medical Sciences, China Medical University,Shenyang 110122, China(Sun LM, Qiu XS,Zhang QF, Li QC); Institute of International Medical Education, China Medical University,Shenyang 110122, China(Qu B, Sun BZ,Wen DL)
  • Received:2017-11-07 Online:2018-08-01 Published:2020-12-08
  • Contact: Qiu Xueshan,Email: qiuxues@hotmail.com
  • Supported by:
    The “13th Five-Year” Education Science Research Project of China Medical University (Ydjk2015019); The 2016 Annual Project of The Online Education Research Fund of The Ministry of Education (2016yb127); The 2015 Annual Project of “13th Five-Year” In Liaoning Province Education Science (512)

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摘要： 目的 通过与传统教学模式比较, 探讨以微课为载体移动学习教学模式在病理学教学中的应用效果。方法 选择中国医科大学2013级～2015级五年制和七年制临床医学专业1班～8班共1458名学生为研究对象,其中1班～4班学生为实验组,5班～8班学生为对照组,两组授课教师相同。实验组采用以微课为载体的移动学习教学模式,对照组采用传统教学模式。结果 实验组问卷调查结果显示,大多数学生对于以微课为载体的移动学习教学模式给予肯定的评价;实验组学生的理论考核成绩均高于对照组,其中2013级七年制(t=2.23,P=0.0263)、2014级五年制(t=2.46,P=0.0147)和2015级七年制(t=2.05,P=0.0414)学生成绩差异具有统计学意义。结论 病理学教学中采用以微课为载体移动学习教学模式教学效果优于传统教学模式,有利于达到教学目标,更好地实现培养优秀人才的目的。

关键词: 微课, 病理学, 移动学习, 应用

Abstract: Objective Explore the application effect of mobile learning assisted teaching model in pathology teaching by comparing with traditional teaching methods.Methods A total of 1458 students from 1 to 8 classes in the 2013 to 2015 grade five-year and seven-year clinical medical program in China Medical University were selected as the research subjects. Among them, 1~4 class students were in the experimental group and 5~8 students in the control group. The two group students were taught with the same teachers. The experimental group adopted the mobile learning teaching model based on the micro lesson teaching, while the control group adopted the traditional teaching model.Results The feedback from the experimental group showed that most of the students were given an affirmative evaluation of the traditional teaching model based on the micro class based mobile learning. The T test analysis showed that the students in the experimental group were higher than the control group in the theoretical assessment, including 2013 grade seven year (t=2.23,P=0.0263), 2014 grade five year system (t=2.46,P=0.0147) and 2015 grade seven year system (t=2.05,P=0.0414) , the difference was statistically significant.Conclusions In the teaching of pathology, using micro class as the carrier of mobile learning teaching model is better than the traditional teaching model. It is beneficial to achieve the goal of teaching and to better realize the purpose of cultivating excellent talents.

Key words: Micro course, Pathology, Mobile learning, Application