多形式混合教学法在人体寄生虫学教学的实践探索

doi:10.12140/j.issn.1000-7423.2020.02.016

中国寄生虫学与寄生虫病杂志 ›› 2020, Vol. 38 ›› Issue (2): 234-237.doi: 10.12140/j.issn.1000-7423.2020.02.016

多形式混合教学法在人体寄生虫学教学的实践探索

马茜, 孙晓敬, 姚佳, 徐文, 李薇, 刘丽君, 汪洋^*()

西安医学院基础医学部病原生物学教研室,西安 710021

收稿日期:2019-09-04 出版日期:2020-04-30 发布日期:2020-05-11
通讯作者: 汪洋
作者简介:马茜（1984-）,女,硕士,讲师,从事病原生物学研究。E-mail：xi. ma@xiyi.edu.cn
基金资助:
陕西省呼吸病预防及诊治工程研究中心开放基金(2017GCKF08);西安医学院教育教学改革研究项目(2018JG-52)

Exploration of multi-form teaching methods in human parasitology education

Xi MA, Xiao-jing SUN, Jia YAO, Wen XU, Wei LI, Li-jun LIU, Yang WANG^*()

Department of Pathogen Biology, School of Basic Medical Sciences, Xi’an Medical University, Xi’an, 710021, China

Received:2019-09-04 Online:2020-04-30 Published:2020-05-11
Contact: Yang WANG
Supported by:
Supported by Shaanxi Provincial Research Center for the Project of Prevention and Treatment of Respiratory Diseases(2017GCKF08);Educational and Teaching Reform Research Project of Xi’an Medical University(2018JG-52)

摘要/Abstract

摘要：

为适应当前社会寄生虫病的流行趋势及临床需求,提高人体寄生虫学的教学质量,本教研室针对教学内容和教学模式,对寄生虫学理论课教学进行了优化和改革。以西安医学院2016级本科临床医学专业2个大班为研究对象,分为教改组（176人）和对照组（非教改组,172人）。基于新兴教学模式,探索了适用于大班教学的多形式混合教学法,包括应用微课翻转课堂、引入互联网资源讨论、分析热点时事及文献报道应用于教改组;非教改组按常规方式上课。通过课堂效果、成绩评估、学生评价和问卷调查4个方面评估教学改革实施效果。结果显示,教改组学生课堂效果测验的满分率（49.4%）高于对照组（27.9%）。期末考试成绩评估中,教改组学生平均分（81.1 ± 8.4）明显高于对照组（73.1 ± 9.0）;教改组学生及格率（97.7%）与对照组及格率（95.9%）差异无统计学意义,但优秀率明显高于对照组（分别为10.8%和2.9%,P < 0.01）。教改组学生对教师的综合评价分为97.5,高于对照组的94.4（P < 0.01）。问卷调查回收率为92%（162/176）,其中,90.2%（146/162）的学生喜欢多形式混合教学法;57.4%（93/162）的学生认为多形式混合教学法对寄生虫学的学习有很大帮助,36.4%（59/162）的学生认为有一定的帮助;多形式混合教学法还对提高学习兴趣（43.2%,70/162）、培养临床思维（35.8%,58/162）、促进师生关系（19.1%,31/162）等方面有较大改善。研究结果提示,相比于传统教学,多形式混合教学法可提升学生对寄生虫学的学习兴趣和自主学习性,提高学习成绩,有利于拓宽知识面,增强学生分析问题、解决问题的能力。

关键词: 多形式混合教学法, 人体寄生虫学, 教学改革, 临床医学

Abstract:

To improve the teaching quality of human parasitology in accordance to the endemic trend and the demands of clinical practice, we optimized the theory courses of parasitology in teaching content and pattern. A total of 348 undergraduates of two 2016-classes majoring in clinical medicine in Xi’an Medical University were divided into two groups: teaching reform group(176) and control group(172). We explored multi-form teaching approaches applicable for the classes of bigger size based on emerging teaching modes. To the reform group, the reform includes video microlecture, flipped classroom scheduling, introduction of internet resources discussion, and analysis of hot current events and literatures; in control group, the teaching was conducted with routine curriculum. The effect of teaching reform was evaluated in four aspects: classroom outcome, class performance of students, students’ assessment and questionnaire survey. The results showed that the rate of full marks in classroom quizzes was higher in the teaching reform group (49.4%) than that in the control group (27.9%). The average score in final exam in the teaching reform group (81.1 ± 8.4) was significantly higher than that in the control group (73.1 ± 9.0), while there was no significant difference in the passing rate between the two groups (97.7% and 95.9%, respectively). However, the excellent rate in the teaching reform group was significantly higher than that in the control group (10.8% and 2.9%, respectively). The comprehensive evaluation of teachers by students in the teaching reform group was 97.5, higher than 94.4 in the control group(P < 0.05). The recovery rate of questionnaire survey was 92% (162/176). Among the respondents, 90.2% preferred the multi-form teaching method, 57.4% thought highly of the multi-form teaching method in studying parasitology, and 36.4% of students thought this mode had some value. Moreover, the multi-form teaching method resulted in improving study interest(43.2%), cultivating clinical thinking (35.8%) and promoting teacher-student relationships (19.1%). The results showed that, compared to traditional teaching, the multi-mode teaching method can improve students’ interest and autonomous learning of parasitology, improve their academic performance, broaden their knowledge horizon, and enhance their ability to analyze and solve problems.

Key words: Multi-form teaching method, Human parasitology, Teaching reform, Clinical medicine

中图分类号:

马茜, 孙晓敬, 姚佳, 徐文, 李薇, 刘丽君, 汪洋. 多形式混合教学法在人体寄生虫学教学的实践探索[J]. 中国寄生虫学与寄生虫病杂志, 2020, 38(2): 234-237.

Xi MA, Xiao-jing SUN, Jia YAO, Wen XU, Wei LI, Li-jun LIU, Yang WANG. Exploration of multi-form teaching methods in human parasitology education[J]. Chinese Journal of Parasitology and Parasitic Diseases, 2020, 38(2): 234-237.

图/表 1

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教学内容	教学形式
似蚓蛔线虫	网络视频：吃“蛔虫卵减肥”医疗事件
旋毛形线虫	文献病例：班级聚会吃烤肉
广州管圆线虫	热点新闻报道：福寿螺到底能不能吃?
华支睾吸虫	纪录片：乡村妈妈不明腹痛微课：回顾性微课
卫氏并殖吸虫	热点新闻报道：23岁姑娘肺里长满隧道洞,CT一看全是虫纪录片：肺部咳血;提问式引导学习文献病例：67例肺吸虫病病人临床分析^[6]
日本血吸虫	纪录片：异位血吸虫病文献病例：急性血吸虫病微课：回顾性微课
链状带绦虫和肥胖带绦虫	微课：新知识微课,对比学习热点新闻报道：肛门爬出一条虫！
溶组织内阿米巴	纪录片：出国染病
杜氏利什曼原虫	纪录片：背上长疮自学及互助学习
刚地弓形虫	思考导入：女性怀孕后家里到底能不能养宠物?

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多形式混合教学法在人体寄生虫学教学的实践探索

Exploration of multi-form teaching methods in human parasitology education

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