摘要
目的探讨"对分课堂"教学模式与传统教学模式在诊断学基础教学效果的差异。方法选取2013级本硕中医学专业2个自然班共113名学生,1班57人作为"对分课堂"教学试验组,2班56人作为传统教学对照组。教学过程中对学生课堂讨论参与度进行观察。教学单元完成后,对学生满意度问卷、教学效果及学习成绩作统计学分析比较。结果 "对分课堂"教学模式学生课堂讨论参与度超过75%,学生调查问卷对"对分课堂"的认可度明显高于传统教学模式(P<0.01)。两班考试总成绩经统计学分析有显著差异(P<0.05),"对分课堂"教学模式明显优于传统教学模式。结论 "对分课堂"教学模式更有利于促进学生课堂的参与度,提高学生自主学习能力和教学效果。
Objective To compare the effect evaluation of PAD（ Presentation assimilation discussion, PAD） and LBL（ Lecture-based learning, LBL） models in the diagnostics teaching. Methods 57 students were enrolled as PAD groups and 56 were selected as LBL control groups. After the completion of the teaching unit, some investigation and effect evaluation were executed. Results The involvement of class discussion was over 75%. Students were satisfied with PAD and got good marks in final examination.Conclusion PAD is benefit to promote the class participation and teaching effectiveness.
出处
《中国中医药现代远程教育》
2017年第23期48-50,共3页
Chinese Medicine Modern Distance Education of China
关键词
对分课堂
诊断学基础
以学生为中心
教学模式
presentation-assimilation-discussion class
diagnostics
student-oriented teaching
teaching models
