中华医学教育杂志

中华医学教育杂志 ›› 2019, Vol. 39 ›› Issue (3): 170-172.DOI: 10.3760/cma.j.issn.1673-677X.2019.03.003

• 教学方法 • 上一篇    下一篇

研讨会教学方法在生物化学与分子生物学教学中的应用效果

张凡, 高媛, 宋利, 许丽辉, 尚丹丹, 孙绍光, 聂磊, 韩梅   

  1. 河北医科大学生物化学与分子生物学教研室,石家庄 050017
  • 收稿日期:2018-06-14 发布日期:2020-12-10
  • 通讯作者: 韩梅,Email:hanmei@hebmu.edu.cn,电话:0311-86265639
  • 基金资助:
    国家自然科学基金项目(91739301,91849102,31872788);河北医科大学教育科学研究重点项目(2018ZDCH-29)

Application effect of Seminar teaching method in biochemistry and molecular biology education

Zhang Fan, Gao Yuan, Song Li , Xu Lihui, Shang Dandan, Sun Shaoguang, Nie Lei, Han Mei   

  1. Department of Biochemistry and Molecular Biology, Basic Medical College, Hebei Medical University, Shijiazhuang 050017, China
  • Received:2018-06-14 Published:2020-12-10
  • Contact: Han Mei, Email: hanmei@hebmu.edu.cn, Tel: 0086-311-86265639
  • Supported by:
    National Natural Science Foundation of China (91739301,91849102,31872788); Key Project of Educational Science Research in Hebei Medical University (2018ZDCH-29)

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摘要： 目的 探讨研讨会(Seminar)教学方法在本科生生物化学与分子生物学教学中的应用效果。方法 采用实验对照方法。选取河北医科大学2015级临床医学专业2个班327名学生为研究对象,以一班157名学生为实验组,课前采用Seminar教学方法然后进行教师集中讲授;以二班170名学生为对照组,仅采用教师集中讲授的方法。两组学生授课内容均为蛋白质的结构与功能。比较教学后两组学生的考试成绩。结果 实验组学生的考试成绩为(81.6±12.3)分,对照组学生的考试成绩为(76.2±16.2)分,其差异具有统计学意义(t=-2.75,P=0.006)。结论 Seminar教学方法营造了积极的教学环境,促使学生主动学习, 一定程度上提高了教学效果,值得借鉴和推广。

关键词: Seminar教学方法, 生物化学与分子生物学, 教学效果

Abstract: Objective To evaluate the learing outcomes of Seminar teaching method in the field of biochemistry and molecular biology. Methods Experimental control method was used. Three hundred and twenty seven students from two classes of clinical medicine major in Hebei Medical University were selected as research subjects. A group of 157 students in class 1 was used as the experimental group, which the Seminar method was used before the class and then followed by routine lectures. A group of 170 students in class 2 was used as the control group with traditional routine lectures. The topic of the lecture in two classes is the structure and function of the protein. And then the test scores of the experimental group and the control group were compared . Results The test score of experimental group was (81.6±12.3) points, and the test score of the control group was (76.2±16.2) points. The difference was statistically significant (t=-2.75,P=0.006). Conclusions The Seminar teaching model is feasible and facilitate to creat a positive, attractive and active learning environment for students to transform passive learning into active one. It can improve the quality of teaching and to be applied in more education practice.

Key words: Seminar teaching method, Biochemistry and molecular biology, Teaching effect

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