“同侪辅助教学”在机能实验学教学中的应用
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摘要
目的:探讨"同侪辅助教学"在机能实验学的教学效果。方法:将南方医科大学2015级、2016级护理学本科专业、护理学本科专业(助产方向)分别采用"同侪辅助教学"(教改组)和传统教学(对照组)进行手术打结训练。对照组实施常规讲授+示教+个别辅导模式;教改组实施同侪辅助教学,即教师先训练小组骨干,每组一名,再由骨干同学辅导组内同学。采用问卷调查的方法评估教学效果。结果:在掌握打结所需的时间及打结速度等方面,教改组优于对照组(P<0.05),教改组多数同学(87.64%)对新的教学方法表示赞同。结论:"同侪辅助教学"使学生参与了教学过程,激发学生的学习兴趣,提高学习效率。
Objective:To explore the effect of"peer-assisted teaching"in functional experimentation teaching. Methods:Students from two classes majored in Nursing and Midwifery profession of Southern Medical University were divided into teaching reform group and the conventional group,with the conventional lecturing teaching mode implemented in the conventional group and"peer-assisted teaching"mode carried out in the reform group. In the reform group,some key members were trained by teachers in advance,and then they became"teachers"to tutor other members in their groups in class. The teaching effect was evaluated by the method of questionnaire survey. Results:The time needed to tie knots and knotting speed in the teaching reform group were better than those in the conventional group(P<0.05). Most students(87.64%)in reform group are satisfied with new teaching mode.Conclusions:In"peer-assisted teaching"mode,students get involved in the process of teaching. It can motivate their learning interest and improve their learning effect.
Objective:To explore the effect of"peer-assisted teaching"in functional experimentation teaching. Methods:Students from two classes majored in Nursing and Midwifery profession of Southern Medical University were divided into teaching reform group and the conventional group,with the conventional lecturing teaching mode implemented in the conventional group and"peer-assisted teaching"mode carried out in the reform group. In the reform group,some key members were trained by teachers in advance,and then they became"teachers"to tutor other members in their groups in class. The teaching effect was evaluated by the method of questionnaire survey. Results:The time needed to tie knots and knotting speed in the teaching reform group were better than those in the conventional group(P<0.05). Most students(87.64%)in reform group are satisfied with new teaching mode.Conclusions:In"peer-assisted teaching"mode,students get involved in the process of teaching. It can motivate their learning interest and improve their learning effect.
引文
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[2]郝金奇,余艳琴,赵若望,等.案例-PBL-构建主义教学法在统计学SPSS实验教学中的效果分析[J].包头医学院学报,2015,31(10):137-138.
[3]郝帅,周大成.构建教学法在高校实验教学中的应用探索——以浙江大学“海洋装备集成”实验教学为例[J].高教学刊,2016,(10):122-123,125.
[4]陈阳静,赵谦,张鹏飞.探讨耳鼻咽喉头颈外科学临床教学中建构主义理论的应用效果[J].继续医学教育,2016,30(5):45-47.
[5]凌雪.同侪辅助学习模式在高校教学中的研究与应用[D].大庆:东北石油大学,2013.