摘要
目的 探讨创设情境法在食品卫生学实验教学中的效果.方法 研究选择两级预防医学专业共170名学生作为研究对象.2016级学生为试验组(n=88),采用创设情境法教学;2015级学生为对照组(n=82),采用常规教学模式.通过比较两组学生的成绩,收集学生和听课教师对课程的评价,同时以学生和实习带教教师进行定性访谈为参考,从学生端和教师端对课程教学效果进行综合考评.研究采用SPSS 20.0进行t检验和卡方检验.结果 试验组实验报告的思考题分数(课程1,P= 0.038;课程2,P=0.043)和食品卫生卷面成绩(P=0.034)高于对照组.80.00%听课教师[本系教师8人(80.00%),教学督导4人(80.00%)]认为创设情境法充分体现专业知识、技能和跨专业能力及综合实践能力维度的培养.学生认为专业知识、技能和跨专业能力及综合实践能力各方面自我掌握度合格率分别100.00%(80人)、100.00%(80人)和97.75%(79人).学生对教学方式满意度达到90.00%(70人).定性访谈的结果对创设情境法的应用给予了充分认可.结论 创设情境法在食品卫生学实验课的应用既提升了学生的课程成绩,也提高了学生对于课程的认可度,并且创设情境法的应用充分体现了预防医学专业学生核心能力的培养.
Abstract
Objective To explore the effect of creating scenarios method in the experimental teaching of food hygiene.Methods A total of 170 students from two grades of preventive medicine major were selected as the research objects,and the students from grade 2016 were selected as the experimental group(n=88)taking the creating scenarios method,and the students from grade 2015 were selected as the control group(n=82)taking the traditional method.The scores of the two groups were compared,and the evaluation from students and teachers on the course was collected.Meanwhile,the qualitative interviews with senior students and practice teachers were taken as the reference.The teaching effects was comprehensively evaluated from the student side and the teacher side.SPSS 20.0 was used for t test,and Chi-square test.Results The scores of thinking questions in experimental reports from experimental groups(course 1,P= 0.038;course 2,P=0.043)and food hygiene paper(P=0.034)were significantly higher than those of the control group.Eighty percent of the teachers who attended the course[8 teachers of the department(80.00%),4 teaching supervisors(80.00%)]believed that creating scenarios method fully embodied the cultivation of professional knowledge,skills,cross-professional ability and comprehensive practical ability.The qualified rates of students'self-mastery in professional knowledge,skills,cross-professional ability and comprehensive practical ability were 100%(80 students),100%(80 students)and 97.75%(79 students),respectively.The students'satisfaction with teaching methods reached 90%(70 students).The results of qualitative interview gave a full recognition to the application of creating scenarios method.Conclusions The application of creating scenarios method in the experimental course of food hygiene not only improves the course results of students,but also improves their cognition of the course.In addition,it can fully display the cultivation of the core competence of students majoring in preventive medicine.
基金项目
北京大学"教学新思路2.0"优先项目(2021YX007)
北京大学医学部教育教学研究课题(2022YB01)
NETL
NSTL
万方数据