摘要
目的:探讨学生自学习惯养成及发散性思维方式的培养在病理实验教学中的应用效果。方法:选择2015级临床医学专业五年制本科2个班学生共109人为研究对象,均在第五学期开设病理学理论及实验教学。我们将两个班级的学生作为两组,4班学生共54人依旧运用传统的教学模式,11班学生共55人选择采取自学实验教学模式。两组学生的期中考试的结果被用作评估教学效果的标准,并使用独立样本T检验进行统计分析。结果显示,实验组学生平均得分(74. 94±1. 16)明显优于对照组(69. 94±2. 05)分,P=0. 035,且具有统计学意义。结论:通过对比,我们发现在病理实验课的教学工作中,培养学生养成自学习惯以及发散性思维,与如今一直沿用的传统病理教学方法相比较,呈现出截然不同的教学效果。该教学手段既开创了病理学实验课教学新的教学形式,也发掘了每个学生的最大潜力,引导他们自己探索知识,学生学习的积极性也得到提高。
Objective:To explore the application effect of the cultivation of students'self-study habits and divergent thinking in pathological experiment teaching.Methods:A total of 109 students from two classes of five-year undergraduate students in the Grade 2015 clinical medicine major were selected as subjects,and pathology theory and experiment teaching were offered in the fifth semester.We divided the two classes of students into two groups.The traditional teaching mode was carried out for a total of 54 students from Class 4,while the self-study experiment teaching mode was carried out for a total of 55 students from Class 11.The results of the mid-term examinations of the two groups of students were used as criteria for assessing the effect of the teaching and statistical analysis was performed using an independent sample T test.The results showed that the average score of students in the experimental group was(74.94±1.16),which was significantly better than that of the control group(69.94±2.05),P=0.035,and the results were statistically significant.Conclusion:Through comparison,we found that,compared with the traditional teaching method,the cultivation of students'self-study habits and divergent thinking in pathological experiment teaching has shown a totally different teaching effect.This teaching method not only creates a new form for pathological experiment teaching,but also explores the maximum potential of each student,guides them to explore their own knowledge,and improves their enthusiasm in learning.
作者
邓云
陈罡
危丹明
Deng Yun;Chen Gang;Wei Danming
出处
《科教文汇》
2019年第3期104-105,共2页
Journal of Science and Education
关键词
自学习惯
发散性思维
病理实验教学
self-study habits
divergent thinking
pathological experiment teaching
