摘要
目的:探讨多媒体技术应用于在医学高等院校人体解剖学专业课程中的意义,以及该教学策略对生物医学教学实践的作用。方法:选取我院校本部学生80人,随机分为实验组和对照组,每组40人。实验组采取多媒体教学法,对照组则采用传统教学法。比较两组学生的期末考试成绩,并在假期对两组学生进行问卷调查,分析调查结果。结果:①期末测试结果:实验组学生的期末考试平均分为88.3,对照组学生的期末考试平均分为68.9,实验组明显优于对照组,差异具有统计学意义(P<0.05);②问卷调查结果:实验组92.28%的学生认为教学能够提高学习主动性,而对照组为69.36%;实验组88.61%的学生认为教学有助于提升对课程内容的理解,而对照组为66.19%;实验组93.45%的学生认为教学促进师生互动,而对照组为67.64%;实验组72.75%的学生认为教学可增强团队合作精神,而对照组为46.73%。实验组的调查结果明显优于对照组,差异具有统计学意义(P<0.05)。结论:将多媒体技术引入人体解剖学课程的教学实践中,能够更好的帮助学生掌握人体解剖学的理论体系,提升教学质量,提高学生的专业知识水平。
Objective： To discuss the effects of multimedia technology on the practice of teaching anatomy in medical university. Methods： Eighty students in our medical university were selected and randomly divided into the experimental group and the control group with 40 students in each group. The students in the experimental group were performed by the teaching strategy of multimedia technology, while the students in the control group were taught by the conventional teaching method. Then the scores of final exam that conducted by students were compared, and the results of a questionnaire survey after completing the whole course were compared and analyzed between two groups. Results： OResults of the final exam： The average score of the experimental group was 88.3 which was obvious higher than that of the the control group 68.9, and there was statistically significant difference between two groups （P〈0.05）, （~） Results of the survey： 92.28% students in the experimental group believed that teaching should help to improve the learning initiative, while the students in the control group account for 69.36%; 88.61% students in the experimental group suggested that teaching could enhance the understanding of the content for curriculum, while the students in the control group account for 66.19%; 93.45% students in the experimental group indicated that teaching would stimulate the interaction of teachers and students, while the students in the control group account for 67.64%; 72.75% students in the experimental group admitted that teaching might encourage the spirit of teamwork, while the students in the control group account for 46.73%. The investigation result of the experimental group was better than that of the control group with statistically significant differences （P〈0.05）. Conclusion： The strategy of multimedia technology for anatomy teaching that brought in the medical university could help to master the anatomy theory, improve the teaching quality and promote the professional qualification of students.
出处
《现代生物医学进展》
CAS
2013年第29期5789-5791,5788,共4页
Progress in Modern Biomedicine
关键词
多媒体技术
人体解剖学
生物医学教学
教学实践
Multimedia technology
Anthropotomy
Biomedical teaching
Teaching practice
