摘要
目的:评价在医学影像物理学教学中,在情境认知环境下研究性教学实施的教学效果。方法:将本校2008级医学影像1班和医学影像2班两个专科教学班分别作为实验班与对照班,实验班医学影像物理学在情境认知环境下采用研究性教学,对照班则全部采用传统教学,采用期末考试成绩和问卷调查相结合的形式,进行教学效果的评估。结果:实验班与对照班学生基础知识部分成绩比较无显著性差异;而总成绩、综合应用部分成绩比较有显著性差异,并且教学对象对情景教学法的评价也明显优于传统教学法。结论:在专科学校,在医学影像物理教学中,在情景认知环境下采用教学研究性取得了满意的教学效果。
Objectives： Evaluating the effectiveness of the implementation of research-teaching in medical imaging physics and in the context-aware environment. Method： Taking the class one of 2008 Medical Imaging as the experimental class and the two as the control class, research-teaching in the context-aware environment is carded out as for the experimental class and traditional teaching is used as for the control class. The effectiveness of teaching is evaluated in the form of final examinations and survey. Results： There is no significant difference in the basic knowledge in Medical Physics between the two groups. However, there are significant differences in the overall score and the score for the comprehensive application part in the final examination between the groups. Conclusion： A satisfactory teaching results is achieved in medical imaging physics and in the context-aware environment.
出处
《中国医学物理学杂志》
CSCD
2010年第3期1943-1946,共4页
Chinese Journal of Medical Physics
基金
基于情景认知的医学影像物理学研究式教学模式初探(No.2008JGXM-17)
关键词
情境认知
医学影像物理学
研究性教学
situated cognition, medical imaging physics, the research teaching
