合作学习和讲授式教学在临床生物化学检验课程教学中的比较研究

Comparative study of collaborative learning and lecture-based learning in the course of Clinical Biochemistry Tests

合作学习是当今世界一种主流的教学理论和教学方法。本研究探讨讲授式教学和合作学习在医学检验技术专业临床生物化学检验课程中的应用效果。选取中南大学医学检验技术专业127名2018级和2019级本科生为研究对象,将讲授式教学作为对照组,合作学习作为实验组。采用学生主体评价模式、29个评价指标对两种教学方法进行评价。用Pearson相关进行两组间学生成绩相关性分析,用t检验比较两组间差异。结果显示,对照组和实验组的成绩分别为(72.6±9.3)分和(92.0±4.5)分,组间比较差异具有统计学意义(P<0.001)。Pearson相关分析结果显示,成绩呈正相关,相关系数r=0.46。学生评价课程的29个满意度指标中,有26个指标实验组的得分高于对照组,差异具有统计学意义。其他3个指标实验组的得分高于对照组,但是差异不具有统计学意义(P>0.05)。总之,合作学习有助于提升学生的高阶认知能力,并增加教师和学生对教学的投入。

Collaborative learning is a dominant teaching theory and methodology in today's world.To explore the effect of collaborative learning and lecture-based learning in the course of Clinical Biochemistry Tests in the major of medical laboratory sciences,127 undergraduates in Central South University enrolled in the year 2018 and 2019 were selected as research objects.Lecture-based learning and collaborative learning were regarded as control and experimental groups,respectively.29 student-centered items were used for evaluating the quality of teaching and learning of lecture-based learning and collaborative learning.Pearson correlation was used for analysis of student performance correlation between the two groups.Differences between the two groups were compared with unpaired t test.Our results showed that the scores of the control group and experimental group were(72.6±9.3)and(92.0±4.5),respectively.The difference has a statistical significance(P<0.001).Pearson correlation analysis showed that the score of collaborative learning was positively correlated with that of lecture-based learning(r-0.46).Of the 29 student satisfaction items,the scores of 26 items of the experimental group were higher than that of the control group,the difference has statistical significance.The other 3 items were also higher than that of the control group,however,the difference has no statistical significance(P>0.05).All these data indicates that collaborative learning can help students improve higher-order cognition skills,and increase student engagement and teacher engagement.