中华医学教育杂志

中华医学教育杂志 ›› 2018, Vol. 38 ›› Issue (6): 838-841.DOI: 10.3760/cma.j.issn.1673-677X.2018.06.009

• 教学方法 • 上一篇    下一篇

“学生微课堂”自主学习在病理生理学教学中的应用效果

张灵, 李洪岩, 康劲松, 李扬, 孟艳, 苏静, 刘亚男, 张勇, 李娜, 孙连坤   

  1. 130021长春,吉林大学基础医学院病理生理学系
  • 收稿日期:2017-12-01 发布日期:2020-12-09
  • 通讯作者: 孙连坤, Email: sunlk@jlu.edu.cn
  • 基金资助:
    吉林省高等教育教学改革研究课题([2015]46);吉林大学本科教学改革研究项目(2017XYB068)

The application effect of student centered micro-class autonomous learning in pathophysiology teaching

Zhang Ling, Li Hongyan, Kang Jinsong, Li Yang, Meng Yan, Su Jing, Liu Yanan, Zhang Yong, Li Na, Sun Liankun   

  1. Department of Pathophysiology, School of Basic Medical Sciences, Jilin University, Changchun 130021, China
  • Received:2017-12-01 Published:2020-12-09
  • Contact: Sun Liankun, Email: sunlk@jlu.edu.cn
  • Supported by:
    Jilin Province Higher Education Teaching Reform Research Project ([2015]46); Undergraduate Teaching Reform Research Project of Jilin University (2017XYB068)

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摘要： 目的 探讨“学生微课堂”自主学习在病理生理学教学中的应用效果。方法 采用实验对照研究方法。实验组学生采用“学生微课堂”自主学习方法,对照组学生采用传统教学方法,通过问卷调查和考试成绩评价教学效果。结果 实验组学生反馈满意度达到80.9%,91.5%的学生认为可以锻炼自主学习能力。实验组学生在“学生微课堂”讲述的知识点平均成绩和综合分析能力明显高于对照组学生,其差异具有统计学意义(P<0.05)。结论 “学生微课堂”自主学习有助于提高医学生学习病理生理学的兴趣,增强学习自主性,锻炼了综合能力,显著提高了学习成绩。

关键词: 学生微课堂, 自主学习, 病理生理学, 教学效果

Abstract: Objective To explore the application of student centered micro-class autonomous learning in pathophysiology teaching. Methods The experimental control study method was adopted. The experimental group adopted the “student centered micro-class” autonomous learning method,while the students in the control group adopted the traditional teaching method,and the teaching outcome was evaluated through questionnaire survey and examination.Results The rate of the students' feedback satisfaction of “student centered micro-class” was 80.9%, and 91.5% of the students think they can exercise their self-learning capacity. The average score and comprehensive analysis capacity of the students in the experimental group were significantly higher than that of the control group students (P<0.05), the difference was statistically significant. Conclusions The “student centered micro-class” autonomous learning helps to improve the medical students' interest in pathophysiology learning, enhance autonomy, exercise the comprehensive capacity of students, and significantly improve academic performance.

Key words: Student centered micro-class, Autonomous learning, Pathophysiology, Teaching effect