基于情境—问题导向的探究式课堂在口腔生物学教学中的应用  

Application of Situation-Problem Oriented Inquisitive Classroom in Oral Biology Teaching

作　　者：张艳宁[1] 许丽华[1] 赵菲 梁蓓蓓 张旭东[1] Zhang Yanning;Xu Lihua;Zhao Fei;Liang Beibei;Zhang Xudong(School and Hospital of Stomatology,Hebei Medical University,Shijiazhuang 050017,Hebei,China)

机构地区：[1]河北医科大学口腔医学院,河北石家庄050017

出　　处：《中国高等医学教育》2025年第1期101-103,共3页China Higher Medical Education

基　　金：河北医科大学教育教学研究立项课题:基于情境—问题导向的探究式课堂在口腔生物学教学中的应用(2022CHZDX-9)。

摘　　要：目的:探讨情境—问题导向的探究式课堂在口腔生物学教学中的应用。方法:以2016级、2017级口腔医学本科生为研究对象。对照组采用传统教学模式;试验组采用情境—问题导向的探究式教学模式。通过考试成绩分析与学生满意度调查,对两种教学模式的教学效果进行评价。结果:试验组考试成绩明显高于对照组(P<0.01),同时学生认为情境假设的互动方式效果更好,对于培养学习兴趣、理解和记忆更有帮助。结论:基于情境—问题导向的探究式课堂能够提高口腔生物学教学效果。Objective:To explore the application of situation-problem oriented inquisitive classroom in oral biology teaching.Methods:Undergraduates from the 2016 and 2017 cohorts of stomatology were selected as research subjects.The control group used traditional teaching methods,while the experimental group adopted the situation-problem oriented inquiry teaching mode.The teaching effectiveness of both methods was evaluated through exam scores and student satisfaction surveys.Results:The exam scores of the experimental group were significantly higher than those of the control group(P<0.01).Additionally,students indicated that the interactive approach based on situational hypotheses was more effective,particularly in fostering learning interest,understanding,and memory retention.Conclusion:The situation-problem oriented inquisitive classroom improves the teaching effect in oral biology.

关 键 词：情境 问题导向 探究式课堂 口腔生物学 

分 类 号：G642.0[文化科学—高等教育学]