目的 探讨基于“互联网+”的自主探究式教学(简称探究教学)在医用有机化学实验教学中的应用效果。方法 2019年3月至2022年7月,选取空军军医大学2019～2022级临床医学、预防医学、心理学等专业815名本科生为研究对象。2020～2022级610人为试验组,采用探究教学;2019级205人为对照组,采用传统教学。通过考核和问卷调查评价教学效果。组间比较采用t检验和χ²检验。结果 实验课程成绩,试验组学生成绩(86.77±1.64)分高于对照组的(80.28±4.26)分,其中,过程性评价成绩试验组学生(86.98±1.45)分高于对照组的(81.16±2.27)分,终结性考核成绩试验组学生(85.27±1.53)分高于对照组的(79.43±5.17)分,差异均具有统计学意义(均P＜0.05)。两组学生对各自教学方式的评价结果显示,试验组学生认为教学提升了其分析问题能力[552人(90.5%)]、解决问题能力[534人(87.5%)]、协作能力[545人(89.3%)]和动手操作能力[547人(89.7%)],对照组相应数据为131人(63.9%)、168人(82.0%)、144人(70.2%)和146人(71.2%),差异均具有统计学意义(均P＜0.05)。结论 探究教学更加有利于学生学会学习,逐步具备资料整合、分析、解决问题的能力,增强教与学的互动效果,在一定程度上提高了医用有机化学实验教学的质量和效率。

Objective To explore the effect of the independent inquiry-based teaching method in the experimental teaching of medical organic chemistry under the Internet plus. Methods From March 2019 to July 2022, all 815 undergraduates from the grade 2019-2022 of clinical medicine, preventive medicine and psychology in the Air Force Medical University were recruited, of which 610 students from the 2020-2022 class were the experimental group using inquiry-based teaching, whereas 205 students from the 2019 class were the control group using traditional teaching method. The teaching effects were evaluated through assessments and questionnaires. T-test and chi-square test were used for data analysis. Results In the final examination,the progress of the experimental group was higher than that of the control group [(86.77±1.64) vs. (80.28±4.26), P<0.05]. The process evaluation and summative assessment scores of the experimental group were higher than those of control group [(86.98±1.45) vs. (81.16±2.27), (85.27±1.53) vs. (79.43±5.17), all P<0.05]. The results showed that the students in the experimental group believed that this teaching method improved their ability to analyze problems [552(90.5%)], solve problems [534(87.5%)], collaborate [545(89.3%)] and hands-on skills [547(89.7%)], while the corresponding data of the control group were 131(63.9%), 168(82.0%), 144(70.2%) and 146(71.2%). The differences between the two groups were statistically significant (all P<0.05). Conclusions Investigative teaching is more conducive to students learning to learn, and to integrate data, analyze, problem-solve, as well as to enhance the interactive effect of "teaching" and "learning", to a certain extent to improve the quality and efficiency of medical organic chemistry teaching.