情景式追溯法在生理学教学中的应用

Application of scene type trace method in physiology teaching

目的探讨情景式追溯法在生理学教学中的应用效果。方法以遵义医学院2009级本科临床医学专业学生219人为研究对象，按班级随机分为对照组（n=111）和实验组（n=108）。对照组采用传统教学方法，实验组联合应用情景式和追溯法教学（简称“情景式追溯法”）。通过问卷调查和期末考试成绩进行教学效果评价。应用SPSS15．0软件进行数据统计分析，定性资料采用完全随机设计两组频数分布的矿检验，定量资料采用两组独立样本t检验，P〈O．05为差异有统计学意义。结果学生对2种教学方法的满意度差异有统计学意义（P〈0．05），在生理学教学中采用情景式追溯教学更让学生满意。实验组学生的期末考试平均成绩（79．90±14．25）分和及格率（90．74％）均高于对照组[（72．35±17．09）分，83．78％1。结论在生理学教学中应用情景式追溯教学有利于提高学生学习能动性，从而提高其学习成绩。

Objective To explore the application of scene type trace method in physiology teach- ing reform. Methods 2009 grade clinical medicine students in Zunyi Medical College were randomly di- vided into two groups： control group （n=11l） and experiment group （n=108）. Students in control group were taught by traditional teaching method while those in experimented group by scene type trace method. According to the questionnaire survey and the final exam statistical analysis, the effects of teach- ing were evaluated. SPSS 15.0 software was used to do statistical analysis. Qualitative data were analyzed by chi-square test of completely randomized design and two sets of frequency distribution while quantita- tive data by independent samples t test. P 〈 0.05 means that difference is statistically significant. Results There were statistically differences in satisfaction degree of two teaching methods. More students were sat- isfied with scene type trace method than traditional teaching method. Final exam achievement in scene type trace method group （ 79.90 ± 14.25, 90.74% ） were higher t!mn that in the traditional teaching method group （ 72.35 ± 17.09, 83.78% ）. Conclusions Physiology teaching scene type trace method is helpful to improve the students＇ learning initiative and significantly improve students＇ learning achieve-ment.