中华医学教育杂志

中华医学教育杂志 ›› 2019, Vol. 39 ›› Issue (9): 657-661.DOI: 10.3760/cma.j.issn.1673-677X.2019.09.004

• 课程改革与建设 • 上一篇    下一篇

基于STS理念指导下的儿童少年卫生学课程教学改革及其效果

武洁姝1, 艾茹君2, 连燕舒3, 林小芳1, 丁叶1, 徐进1, 汪之顼1   

  1. 1南京医科大学公共卫生学院儿少卫生与妇幼保健学系 211166;
    2南京医科大学2017级八年制临床医学专业(儿科学方向) 211166;
    3江苏卫生健康职业学院公共卫生教研室,南京 211800
  • 收稿日期:2018-11-14 出版日期:2019-09-01 发布日期:2020-12-09
  • 通讯作者: 汪之顼,Email:zxwang@njmu.edu.cn,电话:025-86868458
  • 基金资助:
    江苏高校品牌专业建设工程资助项目(预防医学PPZY2015A067);江苏高校优势学科建设工程资助项目(公共卫生与预防医学)(苏财教[2014]72号);2017年南京医科大学“十三五”教育研究课题一般项目(YB2017042)

The STS teaching reform and evaluation in child and adolescent health course in vocational college

Wu Jieshu1, Ai Rujun2, Lian Yanshu3, Lin Xiaofang1, Ding Ye1, Xu Jin1, Wang Zhixu1   

  1. 1Department of Maternal,Child and Adolescent Health,School of Public Health,Nanjing Medical University,Nanjing 211166,China;
    2Grade 2017,8-Year Program of Clinical Medicine (Pediatrics) Major,Nanjing Medical University,Nanjing 211166,China;
    3Department of Public Health,Jiangsu Health Vocational College,Nanjing 211800,China
  • Received:2018-11-14 Online:2019-09-01 Published:2020-12-09
  • Contact: Wang Zhixu,Email:zxwang@njmu.edu.cn,Tel:0086-25-86868458

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摘要： 目的 探讨在高职院校儿童少年卫生学课程教学中开展基于科学(science)、技术(technology)、社会(society)(以下简称STS)理念的教学改革的效果。方法 以江苏卫生健康职业学院2016级三年制医学营养专业、公共卫生管理专业和健康管理专业75名学生为研究对象,在儿童少年卫生学课程教学中,以STS理念为指导,从教学内容、教学方式和考核方式3个方面进行改革。课程结束后,采用自编调查问卷对教学效果进行评价。结果 教学改革后,儿童少年卫生学课程在实习课次数、授课形式和考核方式上都有所增加。与单纯讲解理论知识比较,学生更喜欢举例讲解理论知识、播放视频、实习(生长发育测量、生长发育评价、学习疲劳评价)和“自学+展示:健康教育”的教学方式(Z值分别为-2.41、-2.73、-2.09、-1.99、-2.31、-1.99,均P<0.05);在教学方式改革中,86.7%(65/75)的学生认为“自学+展示:健康教育”的教学方式可以使学生的参与度更高,84.0%(63/75)的学生认为“自学+展示:健康教育”的教学方式可以使学生学习的积极性更高;参加教学改革学生的理论考试成绩为(83.46±5.38)分高于未参加教学改革学生的成绩(72.80±5.67)分,两者差异具有统计学意义(t=-8.18,P<0.05)。结论 高职院校儿童少年卫生学课程采用STS理念为指导的教学改革调动了学生学习的积极性,提高了教学效果。

关键词: 儿童少年卫生学, 高职院校, 教学改革, 效果

Abstract: Objective To explore the effect of teaching reform guided by the concepts of science,technology and society (STS) in the teaching of child and adolescent health course in higher vocational college.Methods A total of 75 three-year students majoring in medical nutrition,public health management and health management of grade 2016 in Jiangsu Health Vocational College were selected as the research subjects.Guided by the STS concept,teaching content,teaching methods and assessment method were all reformed,and a self-designed questionnaire was used to evaluate the teaching effect after the course.Results After the reform,the number of practice courses,teaching forms and the types of assessment methods increased.Compared with classic theoretical teaching,students preferred examples,video,internship (growth measurement,growth evaluation,evaluation of learning fatigue),and “self-study +showing” teaching methods (Z values were -2.41,-2.73,-2.09,-1.99,-2.31,-1.99,all P<0.05).86.7% (65/75) of the students thought that the teaching method of “self-study + showing” can make students more involved in it,and 84.0% (63/75) of the students thought that the teaching method of “self-study + showing” can make students more active in learning.The theoretical test scores of students who participated in reform(83.46±5.38)were higher than the scores of those who did not participate in (72.80±5.67),and the difference was statistically significant (t=-8.18,P<0.05).Conclusions The reform of STS concept in the child and adolescent health course in higher vocational college has aroused the enthusiasm of students and improved the learning outcome.

Key words: Child and adolescent health, Vocational college, Teaching reform, Effect

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