课堂中分层教学法体现学生主体性地位的应用效果评价

为了了解以分层教学法为基础的教学法在外科医学生教学中的应用效果。将2013年9月至2016年7月于南京医科大学实习医学生48人分为两组进行研究,试验组(即A组)采用分层教学法,共25人;对照组(即B组)采用传统任务驱动教学模式,共23人,通过调查问卷、理论测试、实践技能考核三种形式进行教学效果评估。结果发现调查问卷结果显示,A组学生在专业满意程度(p<0.001)、课程学习兴趣(p=0.001)、专业掌握程度(p<0.001)、启发式思维能力(p<0.001)、严谨周密的综合分析能力(p<0.001)等方面明显高于B组;理论测试结果显示A组学生成绩显著优于B组(p<0.001);实践技能考核结果显示A组学生成绩显著优于B组(p<0.001)。所以分层教学法在外科医学生教学中的应用效果是值得肯定的,且极大提高了学员的学习兴趣及学习能力。

Objective to understand the teaching method based on the layered teaching method in the application of surgical medical students teaching effect. Methods in September 2013 to July 2016 in nanjing medical university medical students practice study 48 were divided into two groups, experimental group(group A) USES the hierarchical teaching method, A total of 25 people; The control group(group B) by traditional task driven teaching mode, a total of 23 people, through questionnaire, test theory, practical skills assessment to evaluate teaching effect three forms. Results(1) the questionnaire results showed that A group of students in professional satisfaction(p < 0.001), course study interest(p = 0.001), the professional master degree(p < 0.001), heuristic thinking ability(p < 0.001), the strict careful comprehensive analysis ability(p < 0.001), and other aspects are significantly higher than group B.(2) the theory test results show that A group of students scores significantly better than that of group B(p < 0.001).(3) practical skills assessment results show that A group of students achievement significantly better than that of group B(p < 0.001). Conclusion layering method in the application of surgical medical students teaching effect is positive, and greatly improve the students' learning interest and learning ability.