講授法與專題研討教學法融合教學模式在《婦產(chǎn)科學》教學中的應(yīng)用效果

張亞男 孫悅 劉文

[摘要]目的 探討講授法與專題研討教學法融合教學模式在《婦產(chǎn)科學》教學中的應(yīng)用效果。方法 2018年8～12月，選擇我院2017級臨床醫(yī)學專業(yè)本科班的128名學生作為教學對象。采取隨機數(shù)字表法分為傳統(tǒng)教學組和教改教學組，每組64名。傳統(tǒng)教學組采取講授法授課，教改教學組采取講授法與專題研討教學法融合教學模式教學。從課堂學習氛圍感受和學習效果兩方面，比較教學效果。結(jié)果 教改教學組的課堂學習氛圍滿意率高于傳統(tǒng)教學組，學習效果評分高于傳統(tǒng)教學組，差異均有統(tǒng)計學意義（P<0.05）。結(jié)論 講授法與專題研討教學法融合教學模式有效提高了《婦產(chǎn)科學》的教學效果。

[關(guān)鍵詞]講授法;專題研討教學法;婦產(chǎn)科學;教學改革

[中圖分類號] G642.0? ? ? ? ? [文獻標識碼] A? ? ? ? ? [文章編號] 1674-4721（2019）8（c）-0182-03

[Abstract] Objective To explore the application effect of teaching model of integration of teaching method and thematic seminar teaching method in the teaching of Gynecology and Obstetrics. Methods All of 128 students from the undergraduate class of clinical medicine of grade 2017 in our hospital from August to December 2018 were selected as the teaching objects. The students were divided into the traditional teaching group and reform teaching group according to random number table method， and with 64 students in each group. Traditional teaching group was given teaching method，? reform? teaching group was given the teaching model of integration of teaching method and thematic seminar teaching method. The teaching effect was compared from two aspects： the feeling of classroom learning atmosphere and learning effect. Results The satisfaction rate of classroom learning atmosphere in the teaching reform group was higher than that in the traditional teaching group， and the score of learning effect was higher than that in the traditional teaching group， and the differences were statistically significant （P<0.05）. Conclusion Teaching model of integration of teaching method and thematic seminar teaching method effectively improve the teaching effect of Gynecology and Obstetrics.

[Key words] Teaching method; Thematic seminar teaching method; Gynecology and Obstetrics; Teaching reform

婦產(chǎn)科學主要以女性生殖器官疾病的預(yù)防和治療為主要的教學和研究內(nèi)容，是臨床醫(yī)學專業(yè)的4大主干學科之一，在醫(yī)學高等教育環(huán)節(jié)中，所占的教學比重較大[1-3]。但在教學過程中，主要存在這樣一個問題，即目前主要的教學方法以講授法為主，在婦產(chǎn)科學學高速發(fā)展，以及臨床醫(yī)學專業(yè)學生就業(yè)難度逐年遞增的背景下，講授法存在進退兩難的境地。在“進”的方面，我國的教育環(huán)境為應(yīng)試教育，學生是否能夠通過考試，是衡量教學質(zhì)量的主要標準，加之師生比例偏低也是客觀存在的事實，致使填鴨式教學必然長期存在;在“退”的方面，講授法的知識傳遞方向為由教師端至學生端單向傳遞，且教學內(nèi)容是固定的，遠遠無法滿足學生多樣化和個性化的學習需求[4]。為了有效改善此問題，在婦產(chǎn)科學的教學過程中，采取講授法與專題研討教學法（seminar-based teaching，SBT）融合教學模式，即對傳統(tǒng)的教學法的優(yōu)勢進行保留，同時通過專題研討教學法彌補講授法的種種不足，經(jīng)過為期一學期的教學實踐，取得了較為理想的教學效果，現(xiàn)報道如下。

1 資料與方法

1.1一般資料

2018年8～12月，選擇牡丹江醫(yī)學院2017級臨床醫(yī)學專業(yè)本科班的128名學生作為教學對象。納入標準：①均為全日制在讀學生;②參與完整的教學過程。排除標準：①已休學或轉(zhuǎn)專業(yè)的學生;②留級的學生等。采取隨機數(shù)字表法將學生分為傳統(tǒng)教學組和教改教學組，每組64名。傳統(tǒng)教學組中，男29名，女35名;年齡19～23歲，平均（21.56±0.62）歲。教改教學組中，男28名，女36名;年齡19～24歲，平均（21.20±0.53）歲。兩組學生的基本情況比較，差異無統(tǒng)計學意義（P>0.05），具有可比性。所有學生對本次教學改革知情同意，且均自愿參加本次教學。本研究已經(jīng)我院醫(yī)學倫理委員會批準后，開展后繼的教學環(huán)節(jié)。