自主设计实验在生物化学实验教学中的应用

The application of self-designing experiment in the experimental teaching of biochemistry

目的探讨自主设计实验教学在生物化学实验教学中的应用效果。方法选取大同大学医学院2013级临床医学本科专业196人，随机分成2组；对照组98人采用传统教学法；实验组98人采用自主设计实验教学法，自主选择实验项目，设计实验方案，自行操作实验，最后进行实验总结。实验结束后对每组学生的实验成绩进行考核，并发放调查问卷，调查教学效果和教学方式对学生的影响。采用SPSS13．0软件分析数据，采用卡方检验和t检验。结果实验成绩分析显示，实验组的总成绩[（83．50±3．27）分vs．（65．62±4．20）分]和实验报告成绩[（25．27±1．55）分vs．（19．21±2．01分）]明显高于对照组，差异有统计学意义（t=33．24，P=0．034；t=23．59，P=0．025）；实验组的实验考试成绩高于对照组[（23．41±2．27）分vs．（19．42±1．78）分]，差异有统计学意义（t=13．71，P=0．000）；实验组的平时成绩高于对照组[（34．29±2．17）分vs．（26．91±2．30）分]，差异无统计学意义（t=23．12，P=0．136）。问卷调查显示，自主设计实验教学在提高学生自学能力（P=0．000）、解决问题能力（P=0．000）和团队合作精神（P=0．000）方面比传统教学有明显优势。结论自主设计实验能够更好地激发学生的学习兴趣，提高其分析问题和解决问题的能力，可以为临床阶段的实习奠定良好的基础。

Objective To investigate the effect of the teaching method of self design experiment in biochemistry experiment teaching. Methods A total 196 students of Grade 2013 majored in clinical medicine from the Medical College of Shanxi Datong University, were randomly divided into two groups. Students in the control group used traditional teaching method, while students in experimental group were taught with designed experiment teaching method, choosing the experimental project independently, designing and operating the experimental, then summarizing the experiment. After the end of the experiment, the experimental results of each group were evaluated, and the questionnaires were distributed to two groups of students. The teaching effect and the influence on the students were investigated. SPSS 13.0 was used for data processing and the data was made test and t test. Results The experimental grade analysis showed that experimental group was obviously higher than control group in the total score[（83.50 ± 3.27） vs. （65.62 ± 4.20）] and grade of test report[（25.27 ± 1.55） vs. （19.21 ± 2.01）], there was statistically significant （t=33.24, P=0.034; t=23.59, P=0.025）, experimental group had significant（t=13.71, P=0.000） higher scores than control group in experimental test scores [（23.41 ± 2.27） vs. （19.42±1.78）], but there was no statistically significant difference （t=23.12, P=0.136） in usually scores[（34.29 ± 2.17） vs. （26.91 ± 2.30）]. Survey results showed that the design experiment teaching had very obvious advantages than the traditional teaching method in students＇ self-study ability （P=0.O00）, the ability to solve problems （P=0.O00） and team spirit of cooperation （P=0.O00） culture. Conclusion Compared with traditional teaching method, the self-designed experimental teaching method was better in stimulating students＇ study interest and analyzing and solving the problem, laying a good foundation for clinical practice of Medical College Students.