中华医学教育杂志

中华医学教育杂志 ›› 2019, Vol. 39 ›› Issue (11): 827-830.DOI: 10.3760/cma.j.issn.1673-677X.2019.11.006

• 教学方法 • 上一篇    下一篇

三种教学方法在实验针灸推拿学课程教学中的对比研究

汪丽娜, 毛慧娟, 刘胜, 秦梦, 魏建子   

  1. 上海中医药大学针灸推拿学院实验针灸推拿教研室 201203
  • 收稿日期:2019-01-24 出版日期:2019-11-01 发布日期:2020-12-09
  • 通讯作者: 魏建子,Email:weijz2000@126.com,电话:021-51323046
  • 基金资助:
    上海中医药大学第16期课程建设项目(HUTCMKCJSYB2017011);上海中医药大学高水平大学建设外籍研究生科研辅导基地(2018YJSKYJD001)

Comparison of three teaching methods applied in experimental acupuncture-moxibustion and tuina science

Wang Lina, Mao Huijuan, Liu Sheng, Qin Meng, Wei Jianzi   

  1. Teaching and Research Section of Experimental Acupuncture-moxibustion and Tuina,School of Acupuncture-Moxibustion and Tuina,Shanghai University of Traditional Chinese Medicine,Shanghai 201203,China
  • Received:2019-01-24 Online:2019-11-01 Published:2020-12-09
  • Contact: Wei Jianzi,Email:weijz2000@126.com,Tel:0086-21-51323046

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摘要： 目的 比较基于问题学习(problem-basedlearning,PBL)教学、三明治(Sandwich)教学和传统教学这3种不同教学方法在实验针灸推拿学课程中的应用效果。方法 采用问卷调查方法。2014年11月~2015年5月,选择上海中医药大学针灸推拿学院针灸推拿专业44名学生为研究对象。在实验针灸推拿学课程中,选取了探索性较强的2个章节分别实施PBL教学和Sandwich教学,其余章节仍然采用传统教学。课程结束后对学生进行问卷调查,用研究型教学特征观察量表、教学质量评估量表、学生参与度量表对教学效果进行评估。组间比较采用单因素方差分析。结果 研究型教学特征观察量表评分结果显示,PBL教学评分为(85.5±9.3)分,Sandwich教学评分为(88.8±11.1)分,均明显高于传统教学评分(73.7±13.9)分,差异均具有统计学意义(均P<0.05)。在教学质量评估量表中,“拓展知识”方面,PBL教学评分为(84.4±12.0)分,Sandwich教学评分为(85.3±12.7)分,也均高于传统教学评分(72.7±18.4)分,差异均具有统计学意义(均P<0.05);在“能力”上,PBL教学评分为(84.2±12.5)分,Sandwich教学评分(86.5±12.4)分,高于传统教学评分(65.9±12.2)分,差异均具有统计学意义(均P<0.05)。学生课程参与度量表评分结果显示,PBL教学评分(83.2±9.7)分,Sandwich教学评分(87.0±11.0)分,均高于传统教学评分(63.4±13.0)分(均P<0.05)。“基础知识”方面,传统教学评分(83.1±13.5)分却明显高于PBL教学评分(76.9±13.6)分,差异具有统计学意义(t=-2.15,P=0.03)。结论 在实验针灸推拿学课程中,PBL教学方法和Sandwich教学方法比传统教学方法具有更多优势,但传统教学方法在基础知识传授方面依然具有优势。

关键词: 传统教学, 基于问题学习, 三明治教学, 教学方法, 比较

Abstract: Objective To compare the learning outcome of PBL and Sandwich and traditional teaching methods applied in experimental acupuncture-moxibustion and tuina science.Methods The questionnaire surveys were used to evaluate these three methods applied in the course of experimental acupuncture science.The evaluation involved three aspects:score of research-based teaching,outcome of learning,and participation of students in course.The survey subjects 44 students who majored in acupuncture-moxibustion and tuina in Shanghai University of Traditional Chinese Medicine.This study was exencuted from November 2014 to May 2015.Among the 10 chapters,2 chapters that were featured by strong exploration were selected to implement PBL and Sandwich teaching respectively,and the rest were carried out in traditional teaching.One-way ANOVA was used to test the significant difference among groups.Results In terms of the conformity of research-based course scores,PBL (85.5±9.3) and Sandwich teachings (88.8±11.1) were higher than that of traditional teaching (73.7±13.9) (all P<0.05).Regarding with knowledge expansion,the scores of PBL (84.4±12.0) and Sandwich teaching (85.3±12.7) were higher than traditional teaching (72.7± 18.4) (all P<0.05).About “ability”,PBL (84.2± 12.5) and Sandwich teaching (86.5± 12.4) were also higher than traditional teaching (65.9± 12.2) (all P<0.05).Concerning with student participation,score from PBL group (83.2± 9.7) and Sandwich teaching group (87.0± 11.0) were higher than traditional teaching group (63.4±13.0) (all P<0.05).However,it is interesting that the the score from traditional teaching (83.1±13.5) was higher than that from PBL group (76.9±13.6) (t=-2.15,P=0.03) in terms of the “basic knowledge”.Conclusions In experimental acupuncture-moxibustion and tuina science,PBL and Sandwich teaching gain many advantages over traditional teaching,but the latter still cannot be completely replaced.

Key words: Traditional teaching, Problem-based learning, Sandwich teaching, Teaching method, Comparison

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