“组长责任制”在生理学实验教学中的应用

Application of ＇ group.head responsibility method＇ in physiology experiment teaching

目的探讨“组长责任制”在生理学实验教学中的可行性和有效性。方法2010级临床医学专业学生422人，按照实验室随机分为两组，传统讲授组212人（对照组），“组长责任制”组210人（实验组）。对照组先讲解实验原理、步骤以及实验项目和微机操作，然后让学生做实验。实验组先给学生讲解实验前期步骤，组长观摩教师实验后，协助本组开展实验。比较两组的实验成功率，期末实验操作测试、实验理论测试成绩和实验报告成绩；对教学效果进行问卷调查，数据行t检验和，检验。结果实验组与对照组实验成功率比较，差异有统计学意义（χ2=37．42，P=0．0000）。实验测试成绩、操作测试成绩、实验报告成绩差异均有统计学意义。结论“组长责任制”教学优于传统讲授，可提高学生的综合素质。

Objective To investigate the feasibility and effectiveness of ＇ group-head responsibility teaching method＇ in the physiology experiment teaching. Methods Totally 422 students of chnical medicine major in 2010 grade were randomly divided into two groups： 212 students in control and 210 in study group. For students in control group, principles, procedures, items of experiment and computer operation were first taught, then experiment was performed while for those in study group, initial procedures were firstly explained, then the group heads were called together to observe the experiment preformed by teacher, after that the group heads returned to assist other students performing the experiment. Finally, experiment success rates, scores of final-term experiment operation, theoretical exam and report of two groups were compared and analyzed. Meanwhile, questionnaire survey was con- ducted. Results Success rates were improved significantly in study group than in control group （χ2 = 37.42, P = 0. 0000）. There were significant differences in operation scores （t = 4. 3213, P = 0. 0000）, theoretical exam scores （t = 6. 8744, P = 0. 0000） and report scores （t = 15. 298, P = 0. 0000） between the two groups. Conclusions ＇ Group-head responsibility teaching method＇ is better than traditional lecture-style teaching method and it can promote comprehensive capabilities of students.