“微助教”平台辅助微生物学检验教学研究
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摘要
目的探讨"微助教"平台教学法在《微生物学检验》教学中的应用效果。方法选取261名医学检验技术专业专科生为研究对象,按照班级分为观察组(134名)和对照组(127名),观察组采用"微助教"+传统的教学法,对照组采用传统的教学方法。期末对教学效果进行评估。结果观察组和对照组期末成绩分别为(80.81±12.42)分和(72.23±16.35)分,差异有统计学意义(P<0.05)。观察组对"学习兴趣""教学满意度"及"自身素质提高"方面的满意度均高于对照组,差异有统计学意义(P<0.05)。2组在"知识广度"方面差异无统计学意义(P>0.05)。结论 "微助教"教学平台与传统的教学法结合能够有效激发学生学习《微生物学检验》的兴趣和提高教学效果。
Objective To explore the effect of the teaching method of"micro assistant" platform teaching in microbiological tests. Methods A total of 261 clinical laboratory undergraduates were selected and divided into observation group(134) and control group(127) by class.The observation group was taken "micro assistant traditional teaching"method,while the control group was taken tradition teaching method. The effect of teaching practice was evaluated in the end of school term.Results The final scores in the observation group and the control group were(80.81±12.42) and(72.23±16.35), respectively, and the difference was statistically significant(P<0.05). The satisfaction rate in observation group was also significantly higher than that in control group in "learning effect", "learning interest" and "improving their own quality"(P<0.05).There was no statistical significance in knowlege breadth between the two groups(P>0.05).Conclusion The"micro assistant" platform teaching method can effectively stimulate students' interest in learning microbiological tests and improve their academic performance.
Objective To explore the effect of the teaching method of"micro assistant" platform teaching in microbiological tests. Methods A total of 261 clinical laboratory undergraduates were selected and divided into observation group(134) and control group(127) by class.The observation group was taken "micro assistant traditional teaching"method,while the control group was taken tradition teaching method. The effect of teaching practice was evaluated in the end of school term.Results The final scores in the observation group and the control group were(80.81±12.42) and(72.23±16.35), respectively, and the difference was statistically significant(P<0.05). The satisfaction rate in observation group was also significantly higher than that in control group in "learning effect", "learning interest" and "improving their own quality"(P<0.05).There was no statistical significance in knowlege breadth between the two groups(P>0.05).Conclusion The"micro assistant" platform teaching method can effectively stimulate students' interest in learning microbiological tests and improve their academic performance.
引文
[1] 谢晖,詹勇华,陈丹,等.基于网络微平台教学的微生物学实验精细化及个性化教学改革研究[J].微生物学通报,2019,46(1):192-202.
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[12] 肖光文,蔡国雄,陈美任,等.基于微信平台的微课程教学法在“微生物学及检验技术”实验课教学中的应用与研究[J].微生物学通报,2018,45(4):920-926.
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[2] 崔凌霄.“互联网+”工学结合的混合学习模式[J].教育与职业,2017(5):108-112.
[3] 谭志虎,胡迪青,田媛,等.微助教对高校大班课堂互动教学的重构[J].现代教育技术,2018,28(1):107-113.
[4] 张雅.信息技术辅助大学英语大班课堂互动研究—以“微助教”网络平台为例[J].英语广场,2018(5):44-47.
[5] 李玉娟.基于“微助教”的大学英语教学模式探索[J].科教文汇(下旬刊),2018(4):176-177.
[6] 王余广,郑宵阳,张天宇,等.微信平台下“微助教”教学法在影像学实践教学中的运用研究[J].中国继续医学教育,2018,10(23):23-25.
[7] 王洋,张忠双,赵磊,等.基于微信平台的微助教在生理学教学中的应用探讨[J].保健文汇,2017(4):194.
[8] 谭志虎,胡迪青,田媛,等.微助教对高校大班课堂互动教学的重构[J].现代教育技术,2018,28(1):107-113.
[9] 董奇.借力“互联网+”创新教师教育模式[J].辽宁教育,2015(12):30-31.
[10] 张利,张邦伟.基于微助教的高校教育政策法规创新课堂研究[J].济宁学院学报,2018,39(4):94-98.
[11] 柯军.基于QQ微助教提升中职专业教师信息化能力的实践研究[J].现代职业教育,2018(11):160-161.
[12] 肖光文,蔡国雄,陈美任,等.基于微信平台的微课程教学法在“微生物学及检验技术”实验课教学中的应用与研究[J].微生物学通报,2018,45(4):920-926.
[13] 贺丰,金瑾.基于微助教平台提升中职教师信息化和应用能力的实践研究[J].中国新通信,2018,20(9):175.