基于建构主义理论的病理学实验课教学实践与研究

摘要

目的 探讨建构主义理论在病理学实验教学中的应用及意义.方法 选取广东医学院2009级临床医学专业6个班的198名本科学生为研究对象；运用随机数字表将其分为实验组及对照组,每组99人.对照组主要采用常规的病理实验教学方式；实验组综合运用多种基于建构主义理论的教学方法.学期结束时分别对两组学生大体标本与切片标本观察能力、学习行为以及理论水平依照同一标准进行考核；并采用自制调查问卷进行无记名问卷调查.考核以及问卷调查结果运用SPSS 13.0统计软件进行分析.两组考核结果的比较,采用独立样本t检验；问卷调查结果的比较,采用频数表资料两独立样本行Wilcoxon秩和检验,以P＜0.05为差异有统计学意义.结果 实验组学生的大体标本与切片标本观察能力、理论水平以及学习行为得分均高于对照组(P＜0.01)；问卷调查结果显示,两组学生对问卷中所含问题的反馈,实验组学生满意度高于对照组,差异有统计学意义(P＜0.01).结论 综合运用多种基于建构主义理论的教学方法提高了学生的学习兴趣与积极性,明显改善了学生的学习行为与策略,显著提高了病理学实验课教学质量.%Objective To study the application and significance of constructivism theory in pathological experiment teaching.Methods Six classes in total of 198 students majoring in clinical medicine were selected from grade 2009 of Guangdong medical college for research and were divided into experimental group (n=99) and control group (n=99) using random number table.Various teaching methods based on constructivism theory were used in experimental group while conventional teaching methods were applied in control group.The observing ability for specimen and slices,theoretical level and learning behavior of students were assessed with the same standard and anonymous homemade questionnaire survey was executed for students.SPSS 13.0 statistical software was used to analyze the results.The examination results of the two groups were compared using independent samples t-test.The questionnaire survey results of the two groups were compared using Wilcoxon rank-sum test.P＜0.05 represented the difference having statistical significance.Results The observing capability for specimen and slices,theoretical level and learning behavior of students in experimental group were significantly improved (P＜0.01)and the questionnaire survey results demonstrated that there were statistical difference in feedbacks between the two groups and the satisfaction rate was significantly improved in experiment group (P＜0.01).Conclusions Applying comprehensive teaching methods based on constructivism theory can stimulate students' interest and initiative in learning,improve students' learning behavior and learning strategies,and significantly improve the teaching quality.