目的 探讨类比教学法在病理生理学教学中的应用效果。方法 采用试验对照方法。2020年9月至2021年1月,选取福建医科大学2018级五年制临床医学专业5班和6班共195名学生为研究对象,将6班98名学生设为试验组,采用类比教学法;将5班97名学生设为对照组,采用传统教学方法。通过考试成绩和问卷调查进行教学效果评价。结果 试验组学生的对照教学知识点试题成绩高于对照组学生[(5.33±1.43)分比(4.77±1.70)分],其差异具有统计学意义(P<0.05)。问卷调查结果显示,试验组学生在提高课堂教学效果[(4.25±0.73)分比(4.00±0.69)分]、提高学习效率[(3.92±0.77)分比(3.69±0.71)分]、促进知识碎片重组[(4.34±0.63)分比(4.10±0.62)分]、提高解决问题能力[(4.12±0.74)分比(3.79±0.71)分]等方面的评分均高于对照组学生,差异均具有统计学意义(均P< 0.05)。结论 类比教学法可以提高学生的对照教学知识点学习成绩,并有助于提高课堂教学效果,提高学生的学习效率,促进学生重组知识碎片并培养其解决问题的能力。

Objective To study the effect of analogy teaching method in the teaching of pathophysiology.Methods An experimental control method was used. A total of 195 five-year clinical medical undergraduates from Fujian Medical University in class of 2018 were enrolled from September 2020 to January 2021, who were divided into the test group (class 6, n=98) taught by analogy teaching method, and the control group (class5, n=97) taught by classic method. The effect of teaching method was evaluated by examination results and questionnaire.Results The average score of the questions associated with the knowledge taught by control method in the experimental group was significantly higher than that in the control group [(5.33±1.43) vs. (4.77±1.70), P< 0.05]. The results of questionnaire showed that there were significant differences in improving teaching effect [(4.25±0.73) vs. (4.00±0.69)], improving learning efficiency [(3.92±0.77) vs. (3.69±0.71)], reorganizing knowledge fragments [(4.34±0.63) vs. (4.10±0.62)], and developing problem-solving ability [(4.12±0.74) vs. (3.79±0.71)](all P < 0.05).Conclusions The application of analogy teaching method can improve the learning effect of students' control teaching knowledge points, improve teaching effect, enhance students' learning efficiency, help students to reorganize knowledge fragments and develop problem-solving ability.