四步授课法在药剂学实验教学中的应用

摘要

目的 探究“原理-设计-纠错-实验”四步授课法在药剂学实验教学中的效果.方法 采用分层抽样法抽取120名学生,分为对照组和实验组,以“散剂的制备”为例,分别采用传统药剂学实验教学和四步授课法进行药剂学实验教学.四步授课法与传统教学的不同之处在于教师只讲解实验原理,不涉及具体工艺,学生查阅文献自主设计工艺流程及质量控制方法.通过教师和学生互评的方式,考查两种方法的教学效果,数据应用Excel软件和SPSS软件进行统计分析.结果 两组学生在“实验前准备、实验基本操作技能和对教学理解程度”三方面不存在统计学差异(P＞0.05);而在“实验主动性、组员间合作程度和提问积极性”三方面存在统计学差异(P值分别为:0.000、0.012、0.000).95.00％的学生认为四步授课法能更有效提高学生分析、解决问题的能力,提高其学习主动性、创新能力、收集资料信息的能力、心理素质及科学严谨的态度.结论 四步授课法突出“学生主动学习,教师导向作用”的理念,为学生思考、发现问题和创造性地解决问题提供了空间,可以加强学生动手操作能力和独立设计工艺过程的能力.%Objective To explore the differences of teaching effectiveness between the traditional experimental teaching method and the new one which is based on four steps of principle,design,correction and experiment.Method Stratified sampling method was used,and 120 students were divided into control group and experimental group.Taking the case of the preparation of powder,the two methods mentioned above were used respectively.The advantage of the new teaching method was that teachers only explained the experimental principle rather than the detailed process,and students designed the process and quality control standard by reviewing literatures.Through interactive evaluation between teachers and students,teaching effectiveness of the two methods was evaluated,and Excel and SPSS were applied for statistical analysis.Result There were no significant differences between the two groups in the aspects of experiment preparation,basic skills of experiment and understanding of knowledge (P＞0.05),but in the aspects of experiment initiative,degree of cooperation and the enthusiasm of asking questions there existed significant differences (the values of P were 0.000、0.012、0.000,respectively,P＜0.05).More than 95％ of students thought the new teaching method not only could more effectively improve the ability to analyze and solve problem but also develop the capacity for self-learning and innovation.In addition,it could improve the ability to collect information and psychological quality,and cultivate scientific and rigorous attitude.Conclusion Compared to the traditional experimental teaching method,the new one based on four steps of principle,design,correction and experiment emphasized the subjective initiative,and teachers played a directive role.This method provided the space for students to think,explore,discover,and create.In addition,it could strengthen student's practical ability and the ability to design preparation process independently.