目的:以马克思主义哲学中意识形态与生活方式的相关性的认识为基础,探索一种《基础营养学》课程思政实施效果的评价办法。方法:选取某医学院校非医学类专业一年级学生为研究对象,分2个班级列为干预组(55名)和对照组(49名)。干预组和对...目的:以马克思主义哲学中意识形态与生活方式的相关性的认识为基础,探索一种《基础营养学》课程思政实施效果的评价办法。方法:选取某医学院校非医学类专业一年级学生为研究对象,分2个班级列为干预组(55名)和对照组(49名)。干预组和对照组的《基础营养学》课程均依照教学大纲要求授课,但是干预组将健康文明的生活方式的养成作为课程思政目标,在授课时增加了社会主义核心价值观中与“文明”相关的内容。使用主观健康态度认识和客观健康行为结果评估的方法,对比两组学生在课程结束后健康生活向度的变化。结果:课程开始前,两组学生的健康素养无显著差异,课程结束后两组学生的考试成绩也没有差异(p > 0.1),但是健康生活方式的评估结果显示干预组平均分为70.51,对照组平均分为65.86,差异显著(p Object: The study explored the evaluation approach of ideological and political education in the “Fundamental Nutrition” course based on the theories of life orientation and Marxism ideology. Method: The freshmen from non-medical majors in a medical school were investigated. One class of freshmen (n = 55) was treated as intervention group, and the other class (n = 49) was treated as control group. Both groups were taught following the syllabus of “Fundamental Nutrition”, while the content of civilization in socialist core values was added into the teaching for the intervention group. Also developing a healthy and civilized lifestyle was included as the teaching goal for the intervention group. The subjective healthy lifestyle attitude and objective healthy lifestyle behavior was utilized as the evaluation tools to measure and compare the changes of life orientation before and after the course. Results: Before the course, two groups of students had no significant difference in terms of their healthy lifestyle attitude and behavior. After one semester, and the end of the course, two groups had no significant difference in their examination marks (p > 0.1). However, there were significant differences in two groups’ life orientation evaluation (p < 0.05), as the means of intervention group and control group were 70.51 and 65.86 respectively. Specifically, the score of mental health of intervention group equaled 24.00, and the one of control group was 22.57, which indicated a great difference between two groups. Conclusion: Evaluation of the life orientation offered an alternative approach to measure the effectiveness of ideological and political education in the “Fundamental Nutrition” course.展开更多
目的:了解营养学基础实验课采用基于问题式学习(PBL)教学模式后学生的学习效果。方法:以本科食品卫生与营养学专业学生58人作为实验组,开展PBL教学模式,课程结束后进行问卷调查,对实验组学生获得能力、课程实施情况和学习情况进行评价;...目的:了解营养学基础实验课采用基于问题式学习(PBL)教学模式后学生的学习效果。方法:以本科食品卫生与营养学专业学生58人作为实验组,开展PBL教学模式,课程结束后进行问卷调查,对实验组学生获得能力、课程实施情况和学习情况进行评价;以同专业未实施PBL教学的65人作为对照组,实验课采用教师主讲、学生按照实验指导做实验的传统教学模式,比较学习结束时两组学生营养学基础实验课、理论课及总成绩。结果:对实验组学生的问卷结果显示,96.4%的学生认为PBL教学模式更能提高学生的学习兴趣和积极性,94.5%的学生认为能加强自主学习的能力,90.9%的学生认为能提高团队协作意识,94.5%的学生认为课程开展的好或非常好,96.4%的学生认为PBL教学能提高他们的口头表达能力,94.5%的学生认为PBL教学能使他们对所学知识掌握得更加牢固;学习结束时,实验组学生的实验课成绩、理论课成绩及总成绩均显著高于对照组( P <0.05)。结论:营养学基础实验课采用PBL教学模式效果较好,能促进学生学习成绩和综合能力的全面提升。展开更多
文摘目的:以马克思主义哲学中意识形态与生活方式的相关性的认识为基础,探索一种《基础营养学》课程思政实施效果的评价办法。方法:选取某医学院校非医学类专业一年级学生为研究对象,分2个班级列为干预组(55名)和对照组(49名)。干预组和对照组的《基础营养学》课程均依照教学大纲要求授课,但是干预组将健康文明的生活方式的养成作为课程思政目标,在授课时增加了社会主义核心价值观中与“文明”相关的内容。使用主观健康态度认识和客观健康行为结果评估的方法,对比两组学生在课程结束后健康生活向度的变化。结果:课程开始前,两组学生的健康素养无显著差异,课程结束后两组学生的考试成绩也没有差异(p > 0.1),但是健康生活方式的评估结果显示干预组平均分为70.51,对照组平均分为65.86,差异显著(p Object: The study explored the evaluation approach of ideological and political education in the “Fundamental Nutrition” course based on the theories of life orientation and Marxism ideology. Method: The freshmen from non-medical majors in a medical school were investigated. One class of freshmen (n = 55) was treated as intervention group, and the other class (n = 49) was treated as control group. Both groups were taught following the syllabus of “Fundamental Nutrition”, while the content of civilization in socialist core values was added into the teaching for the intervention group. Also developing a healthy and civilized lifestyle was included as the teaching goal for the intervention group. The subjective healthy lifestyle attitude and objective healthy lifestyle behavior was utilized as the evaluation tools to measure and compare the changes of life orientation before and after the course. Results: Before the course, two groups of students had no significant difference in terms of their healthy lifestyle attitude and behavior. After one semester, and the end of the course, two groups had no significant difference in their examination marks (p > 0.1). However, there were significant differences in two groups’ life orientation evaluation (p < 0.05), as the means of intervention group and control group were 70.51 and 65.86 respectively. Specifically, the score of mental health of intervention group equaled 24.00, and the one of control group was 22.57, which indicated a great difference between two groups. Conclusion: Evaluation of the life orientation offered an alternative approach to measure the effectiveness of ideological and political education in the “Fundamental Nutrition” course.
文摘目的:了解营养学基础实验课采用基于问题式学习(PBL)教学模式后学生的学习效果。方法:以本科食品卫生与营养学专业学生58人作为实验组,开展PBL教学模式,课程结束后进行问卷调查,对实验组学生获得能力、课程实施情况和学习情况进行评价;以同专业未实施PBL教学的65人作为对照组,实验课采用教师主讲、学生按照实验指导做实验的传统教学模式,比较学习结束时两组学生营养学基础实验课、理论课及总成绩。结果:对实验组学生的问卷结果显示,96.4%的学生认为PBL教学模式更能提高学生的学习兴趣和积极性,94.5%的学生认为能加强自主学习的能力,90.9%的学生认为能提高团队协作意识,94.5%的学生认为课程开展的好或非常好,96.4%的学生认为PBL教学能提高他们的口头表达能力,94.5%的学生认为PBL教学能使他们对所学知识掌握得更加牢固;学习结束时,实验组学生的实验课成绩、理论课成绩及总成绩均显著高于对照组( P <0.05)。结论:营养学基础实验课采用PBL教学模式效果较好,能促进学生学习成绩和综合能力的全面提升。
