文献类型：期刊文献

中文题名：多元化教学模式在中医药实践教学中的探索与应用

英文题名：Exploration and Application of Diversified Teaching Mode in Traditional Chinese Medicine Practice Teaching

作者：郭清毅[1];修明慧[1];张延红[1];刘东玲[1];刘晖[1];何春雨[1]

第一作者：郭清毅

机构：[1]甘肃中医药大学,甘肃兰州730000

第一机构：甘肃中医药大学

年份：2023

卷号：9

期号：13

起止页码：229

中文期刊名：智慧健康

外文期刊名：Smart Healthcare

语种：中文

中文关键词：多元化教学;中医药;实践教学;考核;教学评价;满意度

外文关键词：Diversified teaching;Traditional Chinese medicine;Practical teaching;Assessment;Teaching evaluation;Satisfaction degree

摘要：目的 探讨多元化教学模式在中医药实践教学中的应用效果。方法 选取中药专业的学生作为研究对象,将2020级的专业学生300名作为对照组,该组学生主要是应用传统教学模式(LBL教学模式),将2021级专业学生300名作为观察组,采取的是多元化教学模式(LBL+微课+CBL教学模式+室外基地劳动教育),调查并且对比两组学生的考核成绩(理论知识、实践操作考核成绩)、教学评价(课堂学习积极性、师生教学互动、独立思维能力、独立解决问题能力、信息获取能力5项内容)以及学生满意度。结果 观察组的学生在理论知识考核成绩与实践操作考核方面的成绩均高于对照组,差异具有统计学意义(P<0.05);观察组学生在问卷调查的课堂学习积极性、师生教学互动、独立思维能力、独立解决问题能力、信息获取能力各方面的分值要高于对照组,对比差异具有统计学意义(P<0.05);观察组的学生满意度高于对照组,组间差异具有统计学意义(P<0.05)。结论 在中药的实践教学工作,应用多元化教学模式能够有效提高学生的专业水平,提高理论知识以及实践操作能力,提高教学的满意度,值得推广应用。
Objective To explore application effect of diversified teaching models in practical teaching of traditional Chinese medicine.Methods The paper chose 300 students majoring in traditional Chinese medicine of grade 2020 as control group,with traditional teaching mode(LBL teaching mode),while 300 students of grade 2021 as observation group,with diversified teaching mode(LBL+micro courses+CBL teaching mode+outdoor base labor education).Assessment scores(theoretical knowledge and practical operation assessment scores),teaching evaluation(classroom learning enthusiasm,teacher-student teaching interaction,independent thinking ability,independent problem-solving ability and information acquisition ability)and satisfaction degree of students were surveyed and compared between two groups.Results Students in observation group had higher scores in both theoretical knowledge assessment and practical operation assessment than control group,with statistically significant difference(P<0.05).In questionnaire survey,scores of of classroom learning motivation,teacher-student teaching interaction,independent thinking ability,independent problemsolving ability and information acquisition ability in observation group were higher than control group,difference was statistically significant(P<0.05).Satisfaction degree of observation group was higher than control group,difference between the groups was statistically significant(P<0.05).Conclusion Based on practical teaching of traditional Chinese medicine,diversified teaching models can improve professional level,theoretical knowledge,practical operation ability and teaching satisfaction of of students effectively.,which is worthy of promotion and application.