摘要
目的 探讨在“营养与健康”通识课中纳入前沿科技文献内容对课程教学效果的影响。方法 将选修该通识课的两个平行班分别作为实验班和对照班（每班50人）。实验班在教学内容中增加前沿科技文献的介绍，而对照班无科技文献相关内容介绍。通过随堂测评和团队合作的课堂报告评分来考查教学效果，并通过问卷调查教学满意度。对所得数据采用独立样本双总体t检验进行统计学分析。结果 实验班学生的随堂测试和团体展示平均成绩分别为（54．40±5．47）分和（38．54±0．85）分，均优于对照班[两项成绩分别为（47．96±4．29）分和（36．14±1．21）分]，差异有统计学意义（降0．000）。问卷调查结果显示，实验班学生在课程感兴趣程度、促进主动思考、有效培养健康意识、对课程的满意程度、愿意向其他同学推荐等方面的评分均高于对照班，差异均有统计学意义（P〈0．05）。结论 将前沿科技文献作为教学素材，可提高对学生思维能力的培养，是提升大学生综合素质的有效手段。在文献内 容选择上宜采用贴近生活的话题，以引发学生主动学习的兴趣。
Objective To explore the impact of introducing cutting-edge scientific and technologi- cal literature into the general course of nutrition and health on the teaching effect. Methods Undergrad- uates were divided into experimental group and control group, with 50 students per group. The views from top research papers, as a part of teaching substance, were introduced to experimental group but not control group. The results of studying were evaluated by quiz and team presentation, and the effects of teaching were evaluated by questionnaire. The data wer~ analyzed by the statistic method of independent sample double t-test. Results Statistical difference was found in average score between experiment group and control group [（54.40 ± 5.47） vs. （47.96 ±4.29） in quiz, and （38.54 ± 0.85） vs. （36.14 ± 1.21） in team presentation, P=0.000]. Meanwhile, the score of questionnaire survey for interest, active thinking, studying effect, satisfaction and peer recommendation in experimental group were significantly higher than control group （P〈0.05）. Conclusion The introduction of cutting-edge research papers in class helps students to be more thoughtful and creative, thus it is an effective way to improve the integrative quality of the under- graduates. In the selection of literature content, we should adopt topics that are close to life, so as to arouse students＇ interest in active learning.
作者
夏桔丹
Xia Zhidan(Department of Nutrition,School of Public health,Zhejiang University School of Medicine,Hangzhou 310058,China)
出处
《中华医学教育探索杂志》
2018年第8期791-795,共5页
Chinese Journal of Medical Education Research
