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目的:重视教学准备阶段的价值及对青年教师教学能力的培养，应用评价与反馈法等综合方法进行干预，强化备课效果，以评促教，以提升《外科手术学基础》课堂授课质量。方法:在《手术学基础》教学备课、上课实践活动中；以专家评审反馈、高清视频录像反馈、个体化指导等方法进行干预；从教员同行、学员双边人手进行量表评估。将研究所得数据输入SPSS 21.0统计软件，采用重复测量的方差分析进行数据分析。结果:试讲评价表（教员版）总分在两次试讲及正式上课各时间点，总分分别为（78.84±4.06）分、（85.75±3.79）分、（91.38±2.89）分。三次评分依次递增，差异有显著性统计学意义（n P<0.001）。三次评估同行评分优秀率（评分≥90分的课堂数占全部课堂数的比例）分别为0%、0.91%、81.81%。正式上课教学评估中，教员同行和学员评分总分平均分分别为（91.38±1.89）分、（91.98±2.56）分，组内相关系数ICC法比较结果显示，相关系数为0.681，n P=0.021，差异有统计学意义。n 结论:教学培训方式及方法得当（反馈、辅导、教员和学员双边人手随堂评分机制等措施的应用），有利于青年师资基本授课技能和其对教学的兴趣的提高，提高了课堂授课质量。“,”Objective:To attach importance to the value of teaching preparation stage and the development of the teaching capacity cultivation of young teachers, apply comprehensive methods such as evaluation and feedback to intervene, strengthen the effect of preparing lessons, and promote teaching by evaluation, so as to improve the classroom teaching quality of Basics of Operative Surgery.Methods:In the preparation of lessons and the practice activities in class, expert review feedback, highn -definition video feedback, individualized guidance and other methods were used to intervene, and the scales were evaluated from the aspects of teachers' peers and students' bilateral hands. The obtained data was analyzed by SPSS 21.0 statistical software to make repeated measurement variance analysis.n Results:The total score of the evaluation form for trial lectures (teacher's version) was (78.84±4.06), (85.75±3.79) and (91.38±2.89) at each time point of the two trial lectures and formal classes. The three scores increased in turn, with significant difference (n P<0.001). The excellent rate of peer rating (the proportion of the number of classes with a rating ≥90 points to the total number of classes) was 0%, 0.91% and 81.81%, respectively. In the formal class teaching evaluation, the average scores of teacher peers and students were (91.38±1.89) and (91.98±2.56), respectively. The comparison results of ICC showed that the correlation coefficient was 0.681,n P=0.021, with statistical significance.n Conclusion:Proper teaching and training methods (feedback, counseling, the application of bilateral grading system for teachers and students, etc.) are conducive to the improvement of young teachers' basic teaching skills and interest in teaching, and improve the quality of classroom teaching.