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基于雨课堂的病理学混合式教学策略和效果

Strategies and effects of blending teaching in pathology based on Rain Class
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摘要 目的:探讨基于雨课堂的病理学混合式教学策略和效果。方法:选取2020年2月至2021年2月某医学院学生120名,随机选择其中2个班级共60名学生为对照组,采用传统教学模式;另外2个班级共60名学生为试验组,采用基于雨课堂的病理学混合式教学模式。统计分析2组学生的病理学考核成绩、临床思维能力、教学效果、教学满意度。结果:实施雨课堂教学之前,2组学生平时测试的病理学考核成绩差异无统计学意义(P>0.05);实施雨课堂教学之后,试验组学生期末考试的病理学考核成绩高于对照组(P<0.01)。试验组学生的循证思维、系统思维、评判性思维评分及总评分均高于对照组(P<0.01)。教师认为试验组学生的基础知识的掌握(概念是否理解准确,重点、难点是否把握)、知识面的拓展(对前沿知识的了解、是否能合理利用现代化技术手段、与其他课程知识的整合)、综合素质(自学能力、查阅文献的能力、外语水平、语言表达能力、文字书写能力、思维的逻辑性、多角度分析问题的能力、沟通能力、团结合作能力、知识的实际应用能力、总结和反思的能力)的提升比例均高于对照组(P<0.05)。试验组学生满意率高于对照组(P<0.05)。结论:基于雨课堂的病理学混合式教学模式的效果优于传统教学模式。 Objective:To explore the strategies and effects of blending teaching in pathology based on Rain Class.Methods:A total of 120 students in a Medical College from Feb 2020 to Feb 2021 were selected and divided into the control group(2classes,60 students)and the experimental group(2 classes,60 students).The control group received the traditional teaching method and the experimental group received the blending teaching method based on Rain Class.Statistical analysis was conducted to compare the course score,clinical thinking ability,teaching effect and teaching satisfaction of the two groups.Results:Before the experiment,there was no significant difference in the ordinary examination scores of pathology course between the two groups(P>0.05).However,after the implementation of blending teaching,the pathological final examination score in the experimental group was higher than that in the control group(P<0.01).The scores of evidence-based thinking,systematic thinking,critical thinking and the total score in the experimental group were higher than those in the control group(P<0.01).The promotion ratio in experimental group evaluated by teachers on mastery of basic knowledge(whether the concept was understood accurately,and whether the key and difficult points were grasped),expansion of knowledge(understanding of frontier knowledge,whether modern technical means could be reasonably used,and integration with other curriculum knowledge),and comprehensive quality(self-learning ability,ability to consult literature,foreign language level,language expression ability,writing ability,logical thinking ability,ability to analyze problems from multiple perspectives,communication ability,unity and cooperation ability,practical application ability of knowledge,and ability to summarize and reflect)were higher than those in the control group(P<0.05).The satisfaction rate in the experiment group was higher than that in the control group(P<0.05).Conclusion:The effect of blending learning method on pathology based on Rain Class is better
作者 王莹 薄威 张忠 WANG Ying;BO Wei;ZHANG Zhong(Department of Pathology,School of Basic Medicine,Shenyang Medical College,Shenyang 110034,China)
出处 《沈阳医学院学报》 2022年第5期548-552,共5页 Journal of Shenyang Medical College
基金 2017年辽宁省教育评价协会第二届教学改革与教育质量评价研究课题(No.PJHYYB17189) 2018年度辽宁省普通高等学校本科教学改革研究项目(No.455)。
关键词 雨课堂 混合式教学模式 传统教学模式 病理学 Rain Class blending teaching traditional learning pathology
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