贯通式教学法对药理实验设计及课程认知程度的影响  

Effects of Through-type Teaching Method on Medical Students’ Pharmacological Experiment Design and Cognition of the Course

作　　者：黄德彬[1] 刘可云[1] 余昭芬[2] 刘红[1] 邓明慧[1] 

机构地区：[1]湖北民族学院医学院,湖北恩施445000 [2]湖北民族学院图书馆,湖北恩施445000

出　　处：《西北医学教育》2006年第2期185-186,共2页Northwest Medical Education

基　　金：湖北省教育厅教学研究课题(鄂教高[2004]28号-20040276)

摘　　要：目的探讨贯通式教学法对医学生药理实验设计及课程认知程度的影响。方法同年级随机分成三组（对照组、实验组A、B）。实验组A、B分别进行思想引导和贯通式教学，然后对比分析其药理实验设计情况及课程认知程度。结幂贯通式教学法对医学生的药理实验设计和课程认知程度的影响力优于实验组A和对照组（P〈0．05或P〈0．01），而实验组A又优于对照组（P〈0．05或P〈0.01）。结论贯通式教学法可提高医学生的科研水平和加强课程认知程度，若结合有效的思想引导，其效果更佳。Objective： To explore the effects of through-type teaching method on medical students＇ pharmacological experimental design and cognition of the course. Methods All the medical students of the same grade were randomized into three groups, namely, the control group （ n = 207）, experimental groups A （ N = 219） and B （ N = 239 ）. The two experimental groups received guidance in thought and through-type teaching, respectively; after that, pharmacological experiment design and course cognition were compared and analyzed. Results Students in experimental group B were superior to experimental group A and control group on the effects of experiment design of pharmacology and course knowledge （P〈 0.05 or P 〈 0.01）, but experimental group A was superiror to the control group （P 〈 0.05 or P 〈 0.01）. Conclusion The through-type teaching method can improve the level of scientific research and course knowledge of medical students, and it will be more effective if combined with the ideological direction.

关 键 词：贯通式教学法 实验设计 课程认知 影响 

分 类 号：G642[文化科学—高等教育学]