通识课程《守望人类健康》案例教学的研究与实践  

Research and practice on case teaching of general course"Protect Human Health"

作　　者：周鼎伦[1] 兰亚佳[1] 张建新[1] ZHOU Ding-lun;LAN Ya-jia;ZHANG Jian-xin(West China School of Public Health and West China Fourth Hospital,Sichuan University,Chengdu,Sichuan 610044,China)

机构地区：[1]四川大学华西公共卫生学院/四川大学附属第四医院,四川成都610044

出　　处：《现代预防医学》2020年第20期3837-3840,共4页Modern Preventive Medicine

基　　金：四川大学新世纪高等教育教学改革工程(scu8384)。

摘　　要：目的从不同角度评价不同专业学生对通识课《守望人类健康》的学习效果。方法针对全校学生开展《守望人类健康》案例教学,通过过程性考核和专项调查问卷评价课程的成效。采用卡方检验和单因素方差分析对结果进行描述性分析和检验。结果选课的54名本科学生来自25个专业,非医学类学生占72.22%,学生选择本课程88.89%是出于兴趣,理工类最高(96.43%),不同学科比较差异没有统计学意义(χ^2=3.368,P=0.186)。学生全出勤率达到77.78%,不同学科间分布没有统计学意义(χ^2=0.215,P=0.898)。对本课程的肯定性评价达到79.63%,其中文科达到100.00%,但学科间差异不显著(χ^2=4.387,P=0.112)。对公共卫生案例教学肯定性评价达到81.48%,学科间差异不大(χ^2=0.031,P=0.985)。3个学科的学生最终成绩平均分相近,差异无统计学意义(F=0.027,P=0.973)。结论学生认可本通识课的教学内容和教学设计,采用的案例教学方法能够被不同学科的学生所接受,教学效果良好。Objective Evaluating learning effects on the general course "Protect Human Health" from different perspectives.Methods The course of Protect Human Health was carried out for students from the whole university, and the effectiveness of the course was evaluated by process assessment and self-designed questionnaire. Chi-square test and one-way ANOVA were used to analysis data. Results 54 undergraduate students came from 25 majors, 72.22% of them were non-medical students.88.89% of the students chose this course as a matter of interest, and the students majored in science and engineering got the highest percentage(96.43%). There was no significant difference between different disciplines(χ^2=3.368, P=0.186). The total attendance rate of students reached 77.78%, and it had nothing to do with disciplines(χ^2=0.215, P=0.898). The affirmative evaluation of this course reached 79.63%, and the students majored in arts got 100%. There was also no significant difference between different disciplines(χ^2=4.387, P=0.112). The affirmative evaluation of public health case teaching reached 81.48%,and no significant difference was observed between different disciplines(χ^2=0.031, P=0.985). The average scores of the three disciplines were similar, but there was no significant difference(F=0.027, P=0.973). Conclusion The teaching content and design of this general course were positively approved by students. The case teaching method adopted can be accepted by students of different disciplines, which resulted in good teaching effects.

关 键 词：通识课 健康中国 案例教学 

分 类 号：G642[文化科学—高等教育学]