以活页式教材开发理念下的微格教学法对病理学课程中学生思维过程的影响

Influence of micro teaching method under the concept of loose-leaf textbook development on the thinking process of students in the pathology course

目的观察活页式教材开发理念下的微格教学法对病理学课程开展过程中,学生思维变化过程,旨在为病理学课程的教学质量提高提供参考意见。方法以2019年9月—2020年2月本校2019级临床医学专业2班(40名)为对照组,另于2020年9月—2021年2月选择2020级临床医学专业2班(40名)为观察组,两组同学的病理学课程均为72课时。对照组以活页式教材开发联合传统教学方法进行教学,观察组以活页式教材开发理念下微格教学法进行教学干预,比较两种方法下学生思维能力、理论成绩与实践成绩、综合能力及教学满意度。结果观察组在理论成绩、实验成绩上均高于对照组,差异具有统计学意义(P<0.05);观察组在寻找真相、开放思想、分析能力、系统化能力、评判性思维的自信心、求知欲、认知成熟度等各项思维能力均高于对照组,差异有统计学意义(P<0.05);教学前观察组在学习兴趣、独立思考能力、分析问题能力、沟通能力、口头表达能力等与对照组比较,差异无统计学意义(P>0.05);教学后观察组各项综合指标上高于对照组,观察组在教学满意效果上高于对照组(Z=-3.315,P<0.05)。结论以活页式教材开发理念下的微格教学法能够提高学生在病理学习过程中理论成绩、实验成绩,提高其批判性思维,提高其综合能力,学生接受能力高,对教学质量更为满意。

Objective To observe the change of students'thinking process during the carry out of pathology course usingmicroteaching method under the concept of loose leaf textbook development,in order to provide reference for improving the teaching quality of pathology course.Methods 40 students from class 2 of clinical medicine of grade 2019 in our school those learning pathology coursesfrom September 2019 to February 2020 were selected as the control group,and 40 students from class 2 of clinical medicine of grade 2020 were those learning pathology coursesfrom September 2020 to February 2021 were selected as the observation group.The pathology courses of the two groups were 72 class hours.The control group was taught with loose-leaf teaching material development combined with traditional teaching methods,while the observation group was taught with microteaching method under the concept of loose-leaf teaching material development.The students'thinking ability,theoretical and practical achievements,comprehensive ability and teaching satisfaction were compared between the two groups of students received two different teaching methods.Results The theoretical and experimental achievements of the observation group were higher than those of the control group,and the differences were statistically significant(P<0.05).The self-confidence,thirst for knowledge and cognitive maturity of the observation group were significantly higher than those of the control group(P<0.05).The ability of thinking such as seeking truth,open mind,analysis ability,systematization capacity,confidence in critical thinking,thirst for knowledge,and cognitive maturity in the observation group were higher than those in the control group(P<0.05).There were no significant differences in learning interest,independent thinking ability,problem analysis ability,communication ability and oral expression ability between the observation group and the control group before teaching(P>0.05).After teaching,the comprehensive indexes of the observation group were higher than those of the control group,and the satisfaction of the observation group was higher than that of the control group(Z=-3.315,P<0.05).Conclusions The microteachingmethod under the concept of loose leaf textbook development could improve students'theoretical and experimental results in the process of pathology learning,improve their critical thinking,improve their comprehensive ability,improve students'acceptance ability and be more satisfied with the teaching quality.