摘要
该文抽取岳阳职业技术学院2016级三年制临床医学专业学生随机分为实验组和对照组,实验组62人,采用微课教学法;对照组64人,采用传统教学法。通过1学期课程教学后对实验组和对照组学生进行问卷调查和期末考核测试,发现实验组学生平均成绩明显高于对照组(P<0.05),大多数学生认为微课教学能激发学生学习兴趣,其分阶式微课资源能满足学生不同需求,有利于提高学生学习能力。
The students from 2016 grade three-year in Yueyang Vocational and Technical College are selected who divided into the experimental group （62s） with micro-course didactics, and the control group （64s）with the traditional didactics. After a term teaching, the students in the experimental and the control group were evaluated by the questionnaire and the final examination, The results show- that the scores in the experimental group were higher than those in the control group （P〈0.05）. Most students in the experimental group consider that micro-course instruction can stimulate students＇ interest to learn, its hierarchical micro-course resources can meet different needs for students that could improve students＇ learning ability.
作者
彭姝彬
任益
陈雷
蒋利亚
PENGShu-bin;REN Yi;CHENLei;JIANG Li-ya(Department of Basic Medicine,Yueyang Vocational and Technical College,Yueyang,Hunan 414000)
出处
《岳阳职业技术学院学报》
2018年第4期67-69,共3页
Journal of Yueyang Vocational and Technical College
基金
岳阳职业技术学院2016年课题"微课在临床生物化学教学中的应用及评价"(YZ16-01G)
关键词
微课
生物化学
应用
micro-course
biochemistry
application
