抛锚式教学在病理学实验教学中的应用  

On the Application of Anchored Instruction to Pathological Experiment Teaching

作　　者：何流[1] 胡文彦[2] 杨迪[3] 陈萌[1] 王斌[1] 

机构地区：[1]新乡医学院三全学院形态学实验室,河南新乡453003 [2]新乡医学院三全学院眼视光学系,河南新乡453003 [3]新乡医学院三全学院病理学教研室,河南新乡453003

出　　处：《科教文汇》2016年第36期61-63,共3页Journal of Science and Education

摘　　要：目的：探讨抛锚式教学法在病理学实验教学中的应用及效果。方法：将2014级本科临床1~2班58人作为实验组,在病理学实验教学过程中实施了＂创设情境→确定问题→自主学习→合作学习→效果评价＂的抛锚式教学;3~4班60人为对照组,使用传统式教学法。课程结束后,比较两组学生对教学方法的评价及考试成绩。结果：抛锚式教学法的效果评价显著优于对照组,P〈0.05;实验组学生平均成绩均优于对照组的平均成绩,P〈0.05。结论：抛锚式教学法能够有效提高病理学实验教学效果,使学生深刻认识疾病的本质,为临床知识的学习打下了坚实的基础。Objective： To explore the application and effect of anchored instruction in pathological experiment teaching. Method：58 students of undergraduate clinical Class 1 and 2 of Grade2014 formed the experimental group, and anchored instruction was used in the process of pathological experiment teaching for them; 60 students of Class 3 and 4 formed the control group, and traditional teaching methods were used for them. When the course ended, the teaching method evaluations and examination results of the two group were compared. Result： The teaching effect evaluation of the experimental group is significantly better than that of the control group, P0.05; the average performance of the experimental group is better than that of the control group,P0.05. Conclusion： Anchored instruction can effectively improve the effect of pathological experiment teaching, and make students learn further about the essence of diseases, thus laying a solid foundation for clinical knowledge learning.

关 键 词：病理学实验 抛锚式教学法 课堂教学 

分 类 号：G642.423[文化科学—高等教育学]