基于合作学习的对分课堂在中医内科学中的应用研究

Application of split-class teaching in Internal Traditional Chinese Medicine guided by cooperative learning

目的为了探讨基于合作学习的对分课堂在中医内科学理论教学中效果。方法将中医内科学病证分为4个模块,其中模块3为试验组运用合作学习的对分课堂,其他3个模块采用传统的讲授方法。选择1个中医专业班级,学生在研究前后分别填写《医学生自主学习能力问卷》《对分课堂课后问卷》,学期末进行客观题测试。结果试验组得分较对照组得分高(P<0.05);自主学习能力总分试验后较试验前提高(P<0.05),6个维度中的交流合作能力(W1)、自我监测及调节(W3)两个维度得分提高(P<0.05);大部分学生认为从中获益明显,学生更加认可试验教学法。结论基于合作学习的对分课堂在中医内科学理论教学中得到学生的认可,能够提高学生部分自主学习能力,提高教学效果。

Objective This research aims at exploring the effects of split-class teaching on Internal Traditional Chinese Medicine guided by cooperative learning.Methods Among the 4 teaching modules of patterns of Internal Traditional Chinese Medicine,the split-class teaching was applied in the 3^(rd) module,while the traditional teaching method was used in the rest 3 modules.We chose one class majoring in TCM and conducted 2 questionnaires:Autonomous Learning Ability of Medical Students before the research,and Evaluation on Split-class Teaching after the research.An objective test was given at the end of the semester.Results For the objective test,students of the 3^(rd) module scored higher than those of other modules(P<0.05);the scores of autonomous learning ability after the teaching reform was higher than scores before the reform for the 3^(rd) module students(P<0.05);among the 6 aspects,cooperative ability(W1),autonomous adjusting ability(W3)improved(P<0.05).Most students thought they greatly benefited from the reform and were more likely to accept the split-class teaching.Conclusions Cooperative learning-based split-class teaching is accepted by students,and the new teaching method can improve students’autonomous learning ability as well as enhancing teaching outcomes.