中华医学教育杂志

中华医学教育杂志 ›› 2018, Vol. 38 ›› Issue (1): 1-6.DOI: 10.3760/cma.j.issn.1673-677X.2018.01.001

• 医学教育管理 •    下一篇

中国医科大学部分专业课堂教学质量影响因素的分析

李艳君, 郭启勇, 杨清, 于宏, 陈琦   

  1. 110004 沈阳,中国医科大学附属盛京医院教务部(李艳君、于宏、陈琦),院长办公室(郭启勇、杨清)
  • 收稿日期:2017-05-02 发布日期:2020-12-08
  • 通讯作者: 郭启勇,Email：guoqy@sj-hospital.org.

The influential factors of classroom teaching quality among some different programs in China Medical University

Li Yanjun, Guo Qiyong, Yang Qing, Yu Hong, Chen Qi   

  1. Education Administration Department, Shengjing Hospital of China Medical University, Shenyang 110004, China (Li YJ, Yu H, Chen Q); Hospital Administration Office, Shengjing Hospital of China Medical University, Shenyang 110004, China (Guo QY, Yang Q)
  • Received:2017-05-02 Published:2020-12-08
  • Contact: Guo Qiyong, Email: guoqy@sj-hospital.org

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摘要： 目的 探讨影响课堂教学质量和效果的综合因素,以针对性地对课堂教学方式进行改革和完善。方法 自主设计调查问卷,对中国医科大学2013级~2015级4个专业二年级到四年级333学生进行问卷调查。对相关数据分别采用单因素分析和事后比较法进行统计处理。结果 调查问卷频数分析均值结果显示,学生最重视的课堂质量影响因素是“教学中能够化解难点,讲授熟练,清晰透彻”(3.67)和“教师的语言表达能力”(3.66);最轻视的影响因素是“有黑板板书”(2.32)和“创新教学方法的引入”(2.47)。单因素变量分析和事后比较分析结果显示,各专业学生对“教师授课时充满活力,声音洪亮”(P=0.002),“教师不迟到、不拖堂”(P=0.050)和“课堂纪律良好”(P=0.045) 3个方面的认同程度存在显著差异。结论 加强教师讲授和表达能力,依据不同专业及其课程特点设计个性化课堂教学,对提高课堂教学质量具有重要意义。

关键词: 课堂教学质量, 影响因素, 分析

Abstract: Objective To explore the comprehensive factors that influence the quality and effect of classroom teaching so as to reform and perfect the classroom teaching methods. Methods A questionnaire was designed and investigated through out 333 students from sophomore to senior which include four programs. The statistical data were analyzed by single factor analysis and post hoc comparison. Results The mean frequency analysis of the questionnaire showed that,factors affecting the teaching quality which students care most is “professional teaching skills” (3.67) and “the ability of expression” (3.66). The most despised factors are “blackboard writing” (2.32) and “the introduction of innovative teaching methods”(2.47). Single factor analysis and post hoc comparison showed that “teacher is full of vitality,with loud voice”(P=0.002),“classes begin and end on time” (P=0.050) and “good classroom discipline” (P=0.045) have significant differences among different programs. Conclusions Strengthening the teaching and expression ability of teachers,and designing individualized teaching methods according to the characteristics of various programs and courses are of great significance for improving the quality of classroom teaching.

Key words: Classroom teaching quality, Influential factors, Analysis