摘要
目的:探讨"课程思政"视域下口腔颌面部解剖学实验教学模式设计与实践.方法:抽取山东第一医科大学口腔医学院 2022 级口腔医学 160 名本科学生作为研究对象,按班级将其分为试验组(n=51,3 班,采用"一体两线三段四评"课程思政教学模式)和对照组(n=109,1～2 班,采用传统教学法).比较两组学生课程考核成绩及问卷调查评价教学效果.结果:试验组与对照组及格率分别为 100%(51/51)、98.2%(107/109),两组间差异无统计学意义(P＞0.05);优秀学生人数分别为 13 人(24.5%)、11 人(9.90%),两组间差异有统计学意义,教师评价、技能测评、总成绩,实验组学生比对照组得分高,两组间差异有统计学意义(P＜0.05).问卷调查,试验组学生各项评分均高于对照组,差异有统计学意义(P＜0.05).结论:"一体两线三段四评"课程思政教学模式优于传统教学法,该课程思政教学模式可供同行们借鉴,并在其他课程教学过程中进一步完善推广.
Abstract
Objective:To explore the application of the ideological and political teaching mode of one body,two lines,three sections and four comments in experimental teaching of Oral and Maxillofacial Anatomy.Method:A total of 160 undergraduate students majoring in stomatology from the School of Stomatology,Shandong First Medical University in 2022 were selected as the research subjects.They were divided into experimental group(n=51,came from 3 classes,using the＂integrated two line three section four evaluation＂ course ideological and political teaching mode)and control group(n=109,came from 1～2 classes,using traditional teaching methods)according to their classes.Compare the course assessment scores of two groups of students and evaluate the teaching effectiveness through a questionnaire survey.Result:The pass rates of experimental group and control group were 100%(51/51)and 98.2%(107/109),respectively,with no statistically significant difference between the two groups(P＞0.05);The number of excellent students was 13(24.5%)and 11(9.90%),respectively,and the difference between the two groups was statistically significant(P＜0.05).In terms of teacher evaluation,skill assessment,and overall score,the experimental group students scored higher than the control group,and the difference between the two groups was statistically significant(P＜0.05)According to the questionnaire survey,the scores of experimental group students were higher than those of control group,and the differences were statistically significant(P＜0.05).Conclusion:The ideological and political teaching mode of one body,two lines,three stages and four evaluations is superior to the traditional teaching method,which can be used for reference by peers and further improved and promoted in the teaching process of other courses.
基金项目
2023年山东省高等学校课程思政教学改革研究项目(SZ2023071)
2023山东省高等教育学会高等教育研究专项课题(SDGJ2023C20)
2023年山东省本科教学改革研究项目(Z2023182)
中华医学会医学教育分会、全国医学教育发展中心 2023年医学教育研究课题项目(2023B207)
山东第一医科大学(山东省医学科学院)教育教学改革研究项目(XM2023027)
山东第一医科大学(山东省医学科学院)教育教学改革研究项目(XM2023018)
山东第一医科大学(山东省医学科学院)教育教学改革研究项目(XZ2022002)
山东第一医科大学(山东省医学科学院)教育教学改革研究项目(XM2022009)
山东第一医科大学(山东省医学科学院)教育教学改革研究项目(XM2022054)
2019年山东省一流本科课程项目资助()
NETL
NSTL
万方数据