情景启发式教学在针灸推拿学教学中的应用研究

The application of situational heuristic teaching method in the teaching of acupuncture and moxibustion

目的针对针灸推拿学课程的设置特点，探讨应用情景启发式教学的应用。方法将江西中医药大学中医学专业四年级上学期（医院临床实习前期）的60名本科学生平均分成2组，即情景启发式教学组（实验组）和传统讲授组（对照组）。实验组基础理论课30课时，情景教学课60课时，针对每一章节模拟医院情景，进行精心设计的临床病例教学包括大病例、针灸推拿治疗方案等，师生间、学生问通过多向互动和积极研讨等形式开展；对照组教师按照教学大纲要求，将课堂授课内容全90课时传授于学生。以客观理论考试、主观问卷调查、主观临床回访调查表分值情况为指标比较两种教学方法的差异性，采用SPSS19．0软件进行统计处理，行r检验和t检验。结果两组受试学生客观理论考试成绩比较，实验组良好学生数为10名，优秀学生数为7名，平均分（80．63±1．35）分；对照组良好学生数为9名，优秀学生数为6名，平均分（80．54±1．32）分，客观理论考试成绩平均分比较差异无统计学意义（P〉0．05）。实验组学生学习满意度（3．91±0．29）分、利于职业发展（3．23±0．39）分、利于提高学习质量（3．68±0．72）分、临床思维培养（4．11±0．24）分、临床适应能力（3．72±0．27）分、临床医患沟通能力（3．28±0．79）分、临床基本功（3．48±0．42）分、带教满意度（4．19±0．25）分均高于对照组，差异有统计学意义（尸〈0．05）。结论情景启发式教学在激发学生学习热情、创新发散能力、培养职业兴趣和培养学生临床实践能力方面明显优于传统讲授。教师教学实践过程中应充分发挥该方法的优势，提高教学效果。

Objective Aiming at the characteristics of the course of acupuncture and massage, to discuss the application of Situational heuristic teaching. Methods 60 undergraduate students in Grade Four of Jiangxi University of Traditional Chinese Medicine （clinical practice） were even divided into 2 groups, that was situational teaching group （the experimental group） and the traditional teaching group （control group）. The students in the experimental group received basic theory course of 30 hours, 60 hours in the course of situational teaching. The clinical cases of teaching were carefully designed according to the simulated hospital scene in each chapter, including large cases, acupuncture and massage therapy program, which were conducted between teachers and students through interactive and positive research and other forms. In the control group the teachers taught the content to students in class for full 90 hours in accordance with the requirements of the teaching syllabus. Taking objective theoretical examination, subjective questionnaire survey, and subjective clinical return visit questionnaire scores as indicators the difference of the two kinds of teaching methods were compared and statistical analysis was carried out by SPSS 19.0 software, chi square test and t test. Results By comparison of objective theoretical examination results of two groups of subjects, the number of good students in the experimental group was 10, and the number of outstanding students was 7, with an average of （80.63± 1.35） points. In the control group, the number of good students was 9, the number of outstanding students was 6, with the average score of （80.54 ± 1.32）, and the average score of the objective theory test scores were not statistically significant （P〉0.05）. The learning satisfaction of the students in the experimental group was （3.91 ± 0.29）. Students in the experimental group thought situation heuristic teaching was conducive to professional development （3.23± 0.39）, to improving the learning quality （3.68±0.72）, clinical thinking culture （4.11± 0.24）, clinical ability （3.72 ± 0.27）, clinical physician-patient communication skills （3.28 ± 0.79）, basic clinical skills （3.48 ± 0.42） points, with teaching satisfaction （4.19 ± 0.25）, which were all higher than the control group, and the difference was statistically significant （P〈0.05）. Conclusion Situational heuristic teaching method is better than the traditional teaching method in stimulating students＇ learning enthusiasm, innovation ability, cultivating professional interest and cultivating students＇ clinical practice ability. The teaching practice of teachers should give full play to the advantages of the method and improve the teaching effect, which is worthy of further research and promotion.