病原生物学混合式教学探索  

Explore on the application of blending teaching in pathogenic biology

作　　者：杜凤霞[1] 姚淑娟[1] 张浩[1] 夏美玲[2] 刘伯阳[2] 吕丽艳[1] DU Feng-xia(Pathogen teaching and research department,Qiqihar Medical College,Qiqihar,Heilongjiang,161000,China)

机构地区：[1]齐齐哈尔医学院病原教研室,黑龙江齐齐哈尔161000 [2]齐齐哈尔医学院检验试验中心,黑龙江齐齐哈尔161000

出　　处：《齐齐哈尔医学院学报》2021年第12期1075-1078,共4页Journal of Qiqihar Medical University

基　　金：齐齐哈尔医学院教研项目(QYJY20180106)。

摘　　要：目的为提升学生学习病原生物学的兴趣,强化学生为中心的教学设计理念,通过在病原生物学教学中应用混合式教学法,探索在病原生物学中进行混合式教学的可行性。方法在2018—2019学年病原生物学教学中,选择本校2017级、2018级临床实验班学生共计202名作为研究对象,其中2018级实验班的100名学生作为实验组,2017级实验班的102名学生作为对照组。实验组采用混合式教学方式,对照组采用传统教学模式。对比两组学生阶段性考试和期末考试成绩,并对实验组的学生进行混合式教学的问卷调查。结果实验组阶段性考试成绩与对照组比较,差异无统计学意义(P>0.05);实验组期末考试和总分成绩与对照组比较,差异具有统计学意义(P<0.05)。实验组调查问卷结果显示,多数同学可以接受混合式教学模式;线下学习时间73%的学生选择1~2小时;学生们普遍认为混合式教学可以激发学习的主动性和积极性占95%,有利于学生自主学习;混合式教学中最有意义的环节最多的选项为线下师生互动(占52%);而对于混合式教学活动中最喜欢的选项是案例讨论(占63%);对超星平台学习资源,学生普遍满意;而使用时遇到困难最多的是校园的网速过慢。结论在病原生物学教学中应用混合式教学,有利于提高学生的成绩;对于培养学生的自主学习能力和学习积极性、主动性有一定的作用。但教学中应注意混合式教学时加大教师的支持力度,提高学生教学的参与度,在讨论环节给予更多支持。Objective To enhance students’interest in learning pathogenic biology,strengthen student-centered teaching design concept,and to explore the feasibility of blending learning in pathogenic biology through the application of mixed teaching method in etiology teaching.Methods the teaching of pathogenic biology in the 2018-2019 school year,students from experimental classesmajored in clinical medicine of grade 2017 and grade 2018 of our college clinical were selected as research objects.The students of grade 2018 were served as the experimental group,and the students of grade 2017 were served as the control group.The experimental group adopted the blending teaching mode,while the control group adopted the traditional teaching mode.The results of formative tests and final examination of the two groups of students were compared,and a questionnaire survey was conducted among the students in the experimental group.Results There was no significant difference in the results of formative tests between the experimental group and the control group(P>0.05).The final exam and total scores of the experimental group were compared with those of the control group,and the differences between the two groups were statistically significant(P<0.05).Questionnaire results of the experimental group showed that most students could accept the blending learning;73%of the students choose 1 to 2 hours for offline learning;students(95%)generally believe that blended teaching can stimulate the initiative and enthusiasm,which is conducive to students’independent learning.The most meaningful part of blended teaching was teacher-student interaction on offline,accounting for 52%.The favorite option for blended teaching activities is case discussion(63%).Students are generally satisfied with the super platform of learning resources,and the most difficult in the use of the platform is the slow internet speed in campus.Conclusions The application of blending teaching in the teaching of pathogenic biology is beneficial to improve students’performan

关 键 词：病原生物学 混合式教学 问卷调查 

分 类 号：G642[文化科学—高等教育学]