目的 探讨基于互联网的以案例为基础学习教学方法在生理学教学的应用效果。方法本研究采用实验对照方法。选取内蒙古医科大学2015级四年制中药学专业40名学生和2015级五年制临床药学专业41名学生为研究对象,将这些学生分为实验组和对照组。对实验组学生采用基于互联网的以案例为基础学习教学方法,对照组学生采用传统的授课教学方法。课程结束后,对两组学生进行问卷调查和理论考试以评价教学效果。结果 实验组学生的学习成绩高于对照组学生,差异具有统计学意义(P＜0.05);问卷结果显示,在学生学习兴趣,自我能力的培养和知识点的掌握方面,实验组学生评价高于对照组学生,差异均具有统计学意义(均P＜0.05)。结论 在生理学教学中,基于互联网的以案例为基础学习教学方法优于传统的授课方法。
Objective To explore the teaching effects of Internet case teaching method in physiology.Methods Select 81 undergraduate students from College of Medicine of Inner Mongolia Medical University as the research object and divide the students into the experimental group and control group. The students in experimental group use the Internet and case-based learning teaching method, the students in the control group use the traditional teaching methods. At the end of the semester, a questionnaire and examination are taken to evaluate the teaching effect of two groups of students.Results The performance of students in the experimental group is better than the control group (P< 0.05), with statistical significance; the survey results showed that the learning interests, self-learning abilities and knowledge acquisition of the experimental students are better than the control group(P<0.05), with statistical significance.Conclusions In physiology teaching, the case-based learning teaching method with internet is superior to the traditional method.
[1] 张岩.“互联网+教育”理念及模式探析[J].中国高教研究, (下转第398页)
2016(2):70-73. DOI:10.16298/j.cnki.1004-3667.2016.02.13.
Zhang Y.On the concept and mode of “Internet Plus education”[J].China Higher Education Research,2016(2):70-73. DOI: 10.16298/j.cnki.1004-3667.2016.02.13.
[2] 张志威,王建文,李荣,等. 案例教学法结合Sandwich教学法在法医临床学实验教学中的运用[J].南京医科大学学报(社会科学版),2013(1):89-92.
Zhang ZW,Wang JW, Li R, et al.Application of Sandwich teaching method based on cases to the experimental teaching practice of forensic clinical medicine[J].Acta University Medicinalis Nanjing(social sciences), 2013(1):89-92.
[3] 姜建兰,邱一华,彭聿平.PBL教学法在生理学教学中的应用研究[J].基础医学教育,2012,14(3):171-174.DOI: 10.3969/ j.issn.2095-1450.2012.03.06.
Jiang JL, Qiu YH, Peng YP. Application of problem-based learning in physiology teaching[J].Basic Medical Education,2012,14(3):171-174.DOI:10.3969/j.issn.2095-1450.2012.
03.06.
[4] 赖蓓,王钱,陈颖娟,等. 网络式CBL与传统CBL教学法在八年制医学教学中效果的比较[J].中国病案,2016,17(8):84-86.
Lai B, Wang Q, Chen YJ, et al.The comparison analysis on the effects between network case-based learning and traditional case-based learning teaching methods in medical education of eight years[J]. Chinese Medical Record, 2016,17(8):84-86.
[5] 曲晓兰,高红莉,刘克,等.微课教学法在中药炮制学教学中的应用[J].中国高等医学教育,2016(1):119-120. DOI: 10.3969/j.issn.1002-1701.2016.01.061.
Qu XL, Gao HL, Liu K, et al.Using micro-lessons in the course of making chinese medicine[J].China Higher Medical Education,2016(1):119-120. DOI:10.3969/j.issn.1002-1701.2016.01.061.
