摘要
目的调查分析情景教学联合案例教学法(case-based learning,CBL)对物理学习效果的影响。方法选取2022年1月—2023年6月在复旦大学学习《医学物理实验》课程的两个医学生平行班级共72名学生为研究对象。根据不同学年进行分组,2022届本科医学生为对照组,2023届本科医学生为观察组,各36名。对照组予以实施传统教学方式,观察组予以实施情景教学联合CBL教学方式。比较两组学生的实验课和理论课成绩、教学评价等。结果两组理论课成绩对比,差异无统计学意义(P>0.05);观察组实验课成绩为(84.03±4.28)分,高于对照组的(71.18±4.77)分,差异有统计学意义(t=1.170,P<0.05)。观察组教学后教学评价中的提高学习兴趣、加深理论理解、扩展知识面、提高综合运用能力、激发创造性思维、认同情景教学结合评分均高于对照组,差异有统计学意义(P均<0.05)。结论在大学物理学常规教学后加入情景教学和案例教学后,不仅能提高学生的学习热情、提升认识,也实现了理论结合实际,为学生自主学习激发创新思维带来可能。
Objective To investigate and analyze the impact of case-based learning(CBL)on physics learning effect.Methods A total of seventy-two students from two medical life classes studying Medical Physics Experiment in Fudan University from January 2022 to June 2023 were selected as the research objects.According to different academic years,the undergraduate medical students in 2022 were the control group,the undergraduate medical students in 2023 were the observation group thirty-six students in each.The control group was given the traditional teaching method,and the observation group was given the situational teaching combined with CBL teaching method.The results of experimental and theoretical courses,teaching evaluation and so on were compared between the two groups.Re-sults There was no significant difference between the two groups(P>0.05).The experimental score of the observation group was 84.03±4.28,higher than 71.18±4.77 of the control group,and the difference was statistically significant(t=1.170,P<0.05).The combined scores of improving learning interest,deepening theoretical understanding,expanding knowledge range,improving comprehensive application ability,stimulating creative thinking and identification with situational teaching in the observation group were higher than those in the control group after teaching evaluation,the differences were statistically significant(all P<0.05).Conclusion Integrating scenario-based learning and case-based learning after conventional physics teaching at university not only enhances students'enthusiasm for learning and im‐proves cognition but also bridges theory with practice,potentially stimulating innovative thinking and promoting self-directed learning among students.
作者
李文艳
熊桑
姜玲
于春苗
王黎铭
符维娟
杨晓燕
LI Wenyan;XIONG Sang;JIANG Ling;YU Chunmiao;WANG Liming;FU Weijuan;YANG Xiaoyan(Department of Oncology,Xuhui District Central Hospital,Shanghai 200031,China;Department of Physics,Fudan University,Shanghai 200433,China)
出处
《中国卫生产业》
2024年第13期1-3,共3页
China Health Industry
基金
2022年徐汇区中心医院院级教学项目
2022年复旦大学教育部产学合作协同育人项目(220600562164519)。
关键词
情景教学
案例教学法
创新思维
物理学
医学生
Scene teaching
Case-based learning
Innovative thinking
Physics
Medical student
