论文部分内容阅读
目的探讨案例教学法在系统解剖学泌尿系统教学中的应用价值。方法将4个护理中职班随机分为两组,A组接受案例教学法(n=128),B组接受传统教学法(n=128)。在教学结束后两周,采用客观题考查方式对两组进行学习效果评估,对分数进行统计学分析。结果案例教学多了课前准备,学生在课堂上对案例进行深入讨论,将知识点渗透在案例中,最后由教师进行总结,整个过程学生参与热情高,学习兴趣浓。考查结果显示,A组成绩为(83.16±7.33)分,B组为(79.70±6.43)分,两组比较有显著性差异(P<0.01)。结论在泌尿系统教学中,案例教学法优于传统教学法,值得推广应用。
Objective To explore the value of case teaching in systematic anatomy urinary system teaching. Methods Four nursing mid-career classes were randomly divided into two groups. Group A received case teaching (n = 128) and group B received traditional teaching (n = 128). Two weeks after the end of teaching, the two groups were evaluated by objective test, and the scores were statistically analyzed. Results The case teaching more preparation, the students in-depth discussion of the case in the classroom, the knowledge point of infiltration in the case, and finally by the teacher to summarize the whole process of student participation in the enthusiasm, interest in learning. The test results showed that the score of group A was (83.16 ± 7.33) points and that of group B was (79.70 ± 6.43) points, there was a significant difference between the two groups (P <0.01). Conclusion In case of urinary system teaching, the case teaching method is superior to the traditional teaching method, which is worth popularizing and applying.