“师生角色互换法”教学法在康复医学教学中的应用探析  

Probe into application of "teacher-student role reversal" method in teaching of "rehabilitation medicine"

作　　者：张效玮[1] 曾玉[1] 冼少龙[1] 

机构地区：[1]广州医学院从化学院,广东从化510925

出　　处：《中国高等医学教育》2011年第4期103-104,共2页China Higher Medical Education

摘　　要：目的:探讨"师生角色互换法"教学方实在临床医学专业康复医学教学中的应用效果。方法:对在校96名临床医学专业学生进行分组教学,其中实验组48名学生采用"师生角色互换法"教学方式,对照组48名学生采用传统教学方式。课后对两组学生同时进行理论考试和问卷调查。结果:实验组学生的理论考试成绩优于对照组(P<0.01),且两组学生理论考试成绩的优良率差异有统计学意义(P<0.01);实验组学生在学习兴趣和主动性、知识的记忆和理解、自学能力和解决问题能力方面要强于对照组(P<0.05)。结论:"师生角色互换法"教学方式在康复医学教学中应用效果较好。Objective： To explore the effectiveness of the application of ＂teacher-student role reversal＂ teaching method in clinical medical subject rehabilitation medicine. Methods： 96 clinical medical students were divided into two teaching groups. One is the experimental group which adopts the ＂teacher-student role reversal＂ teaching method and the rest 48 students form the control group which is under traditional teaching approach. Questionnaires and theoretical exam were given to the two groups simultaneously afterwards. Results： The experimental group per- forms better than the control group in theoretical exam （ P 〈 0.01 ）, and the goed-level differences of theoretical exam between two groups have statistical significance （ P 〈 0.01 ）. Students in experimental group are more interested and active in study, and also have better ability in knowledge memorizing, comprehending, self-learning and problem-solving than those in control group （ P 〈 0.05）. conclusion： ＂Teacher-student role reversal＂ teaching method works out fine in ＂rehabilitation medicine＂ teaching.

关 键 词：角色互换 教学方法 康复医学 探析 

分 类 号：G426[文化科学—课程与教学论]