“对分课堂”教学模式在药物化学教学中的应用探索

Application of Presentation-Assimilation-Discussion Class in the Teaching of Medicinal Chemistry

以2015级药学专业本科生为对象,实验组采用PAD教学模式,对照组采用讲授为主的传统教学模式,观察对分课堂(PAD)教学模式在药物化学教学中的实施效果。在PAD教学模式中,课堂时间均分给教师讲授和学生讨论、讲授和讨论时间错开以便进行"隔堂讨论",从教师授课、课后作业、课堂讨论和学业评价等教学环节进行改革。以问卷调查比较两组学生对各自教学模式的满意度,并对两组学生的期末考试成绩进行统计分析。结果表明实验组学生对教学方法的满意度明显高于对照组(P<0.01),实验组的平均成绩和主观题得分都显著高于对照组(P<0.01)。得出结论 PAD能全方位提升教学效果,增加学生学习主动性,促进师生和生生交流,提高学生语言表达和团结协作能力,实现教师主导与学生主体教学模式的统一。

Methods： the pharmacy undergraduates of 2015 Grade were taken as research object in which PAD class was applied in the experimental group while traditional teaching method was applied in the control group and analyzing the teaching effect of presentation-assimilation-discussion class for medicinal chemistry. In PAD class,the class time is equally allocated to teacher’s presentation and students’ discussion and the presentation and discussion are separated so that students can have enough time to prepare for the coming discussion. The reform was conducted in the teaching procedures including presentation,homework,discussion and academic evaluation. The recognition degree on the respective teaching model of each group of students was compared by means of questionnaires and the scores of final exam of the two groups were analyzed. Results： the result shows that the recognition degree of the students in the experimental group was significantly higher than that the students in the control group（ P 〈 0. 01） and the average exam scores and the scores of subjective items in the experimental group were higher than those in the control group（ P 〈 0. 01）. Conclusions： PAD class can fully enhance teaching effectiveness,raise the study initiative,promote the communication among teachers and students,improve the ability of expression and cooperation and realize the combination of teacher-led role and student-oriented function.