网络教学模式在“妇产科学”本科临床教学中的应用分析

摘要

目的：探讨网络教学模式在“妇产科学”本科临床教学中的教学效果，并与传统教学模式进行比较。方法选取本校2011级五年制临床专业两个班的学生作为研究对象，分别作为研究组和对照组，每组60名学生。对照组采用传统教学模式，研究组在传统教学模式基础上联合使用网络教学模式。比较一个学期内两组学生期中、期末成绩，同时比较两种教学方法的满意度。结果期中考试时，研究组平均成绩为（77.3±6.7）分，高于对照组的（75.1±7.3）分，差异无统计学意义（P＞0.05）；期末考试时，研究组平均成绩为（89.8±5.3）分，高于对照组的（77.2±6.9）分，差异具有统计学意义（P＜0.01）。说明研究组的教学质量更高。研究组中仅有3例一般满意、1例不满意，满意度高达93.3%，对照组中有11例一般满意、5例不满意，满意度为73.3%，研究组的满意度优于对照组，差异有统计学意义（P＜0.01）。结论网络教学模式应用于妇产科学本科教学中，更吻合新时期学生心理期待，可有效激发学生学习热情，增加师生交流程度，提高教学质量。%Objective To explore the teaching effect of network teaching mode in clinical teaching of Obstetrics and gynecology in the undergraduate, compared with the traditional teaching mode.Methods The student who is ifve years of 2011 class in our school was selected as the research subjects and divided into the study group and the control group, 60 students in each group. The control group was used about the traditional teaching mode, the research group based on the traditional teaching mode combined the use of the network teaching mode, to compare with the end result about two groups in a semester period, while comparing two kinds of teaching methods of satisfaction.Results The average score of the study group was (77.3±6.7) points, higher than that of the control group (75.1±7.3) points, but the difference was not statistically signiifcant (P<0.05). In the ifnal examination, the average score of the study group was (89.8±5.3) points, which was higher than that of the control group (77.2 ±6.9) points, and the difference was statistically significant (P<0.01). It shows that the teaching quality of the research group is higher. There were only 3 cases about general satisfaction and 1 cases about less satisfaction in the study group, the degree of satisfaction was 93.3%, There were 11 cases about general satisfaction and 5 cases about less satisfaction in the control group, the degree of satisfaction was 73.3%, the difference was statistically signiifcant (P<0.01). Conclusion The application of network teaching mode in the teaching of obstetrics and Gynecology undergraduate conform to students in the new era of psychological expectations, which can effectively stimulate students' learning enthusiasm, increase the degree of communication between teachers and students and improve teaching quality.