不同教学模式用于生物化学和分子生物学实验教学中的效果比较  

Effect Comparison of Different Teaching Modes in Biochemistry and Molecular Biology Experimental Teaching

作　　者：严鹏伟[1] 井昶雯[2] 王卓[2] 曹海霞[2] 吴建中[2] 马蓉[2] YAN Pengwei;JING Changwen;WANG Zhuo;CAO Haixia;WU Jianzhong;MA Rong(Radiotherapy Department,Jiangsu Cancer Hospital,Nanjing,Jiangsu 210009;Clinical Tumor Experimental Center,Jiangsu Cancer Hospital,Nanjing,Jiangsu 210009)

机构地区：[1]江苏省肿瘤医院放疗科,江苏南京210009 [2]江苏省肿瘤医院临床肿瘤实验中心,江苏南京210009

出　　处：《智慧健康》2023年第5期290-292,F0003,共4页Smart Healthcare

基　　金：江苏省卫健委面上课题《长链非编码RNA ZMIZ1-AS1介导非小细胞肺癌吉非替尼耐药的机制研究》(项目编号:M2020032);江苏省肿瘤医院院内课题《HRM法检测非小细胞肺癌患者血清游离DNA中EGFR基因突变的方法建立》(项目编号:ZQ201205)。

摘　　要：目的 探讨不同教学模式用于生物化学和分子生物学实验教学中的效果比较。方法 选取2020年1月-2021年12月本院临床医学专业80名实习医学生作为研究对象,用随机数字表法将其分对照组和观察组,每组各40名,对照组接受常规LBL教学法,观察组接受PBL联合翻转课堂教学,比较两组医学生考核成绩、教学满意度、教学质量等。结果 观察组医学生DNA重组与重组DNA技术(t=43.6378)、非营养物质代谢(t=19.3962)、酶(t=18.3347)知识考核得分高于对照组,差异有统计学意义(P<0.05);观察组医学生在是否可促进师生沟通(t=16.0164)、是否可提升小组合作能力(t=49.8940)、是否可提升知识应用能力(t=7.7873)、是否可更准确掌握知识(t=52.0633)、是否可提升理解问题的能力(t=49.3553)、是否可提升自学能力(t=43.8199)、对此类教学方式的喜欢程度方面(t=33.8656)的评分高于对照组,差异有统计学意义(P<0.05);观察组得分高于对照组(t鼓励和指导=240.3138、t评判性思维=64.4538、t人际交往=50.6667、t价值观=112.5314、t学习积极性和兴趣性=54.2032),差异有统计学意义(P<0.05)。结论 PBL联合翻转课堂教学用于生物化学和分子生物学实验教学中,可让医学生更好的掌握理论知识和实际操作技能,调动医学生学习兴趣性和积极性,提升教学质量。Objective To compare effect of different teaching modes in experimental teaching of biochemistry and molecular biology.Methods The paper chose 80 medical students majoring in clinical medicine in our hospital from January 2020 to December 2021 as research subjects,and divided them into control group and observation group with random number table method,with 40 students in each group.Control group received routine LBL teaching method,and observation group received PBL combined flipped classroom teaching.Evaluation result,teaching satisfaction degree,and teaching quality between two groups was compared.Results Examination scores of DNA recombination and recombinant DNA technology(t=43.6378),non nutrient metabolism(t=19.3962),and enzyme(t=18.3347)knowledge of medical students in observation group were higher than control group,with statistically significant difference(P<0.05).Medical students in observation group scored higher than control group in terms of promoting teacher-student communication(t=16.0164),improving group cooperation ability(t=49.8940),knowledge application ability(t=7.7873),grasping knowledge accurately(t=52.0633),improving ability to understand problems(t=49.3553),improving self-learning ability(t=43.8199),and preference for such teaching methods(t=33.8656),with statistically significant difference(P<0.05).Observation group scored higher than control group(t encouragement and guidance=240.3138,t critical thinking=64.4538,t interpersonal communication=50.6667,t values=112.5314,t learning motivation and interest=54.2032),with statistically significant difference(P<0.05).Conclusion PBL combined with flipped classroom teaching can help medical students master theoretical knowledge and practical skills better in experimental teaching of biochemistry and molecular biology,mobilize their learning interest and enthusiasm,and improve teaching quality.

关 键 词：分子生物学 生物化学 教学 翻转课堂 

分 类 号：Q5-4[生物学—生物化学] G642.423[文化科学—高等教育学] Q7-4[文化科学—教育学]