基于学习路径的组织学与胚胎学混合式教学模式研究

袁瑶薇 王晓慧 姜国华 刘洋

摘要目的：构建基于学习路径的组织学与胚胎学混合式教学模式，并探索其应用后的教学效果。方法：选取2020级中医学一、二教学班分别作为对照班和实验班。对照班采用传统的线下授课模式开展组织学与胚胎学教学，实验班采用基于学习路径的组织学与胚胎学混合式教学模式。结课时，比较两个教学班的理论测验成绩，并在实验班开展关于混合式教学效果的问卷调查。结果：结课时，实验班的理论测验平均成绩高于对照班（P<0.05），问卷结果显示，此教学模式能起到提高学生的学习兴趣和积极性，帮助学生发现问题、解决问题等作用。结论：基于学习路径的组织学与胚胎学混合式教学模式能够提升学生的学习热情和能力，提高组织学与胚胎学的教学效果。

关键词 组织学与胚胎学 学习路径 混合式教学

中图分类号：G424文献标识码：ADOI：10.16400/j.cnki.kjdk.2021.23.033

Research on the Mixed Teaching Model of Histology and Embryology Based on Learning Path

YUAN Yaowei， WANG Xiaohui， JIANG Guohua， LIU Yang

（Department of Anatomy and Embryology， School of Basic Medicine， Heilongjiang University of Chinese Medicine， Harbin， Heilongjiang 150040）

AbstractObjective： To construct a hybrid teaching model of histology and Embryology based on learning path， and to explore the teaching effect after its application. Methods： the first and second teaching classes of 2020 traditional Chinese medicine were selected as the control class and the experimental class respectively. The control class adopts the traditional offline teaching mode to carry out histology and embryology teaching， and the experimental class adopts the mixed teaching mode of histology and Embryology based on learning path. At the end of the class， compare the theoretical test results of the two teaching classes， and carry out a questionnaire survey on the effect of mixed teaching in the experimental class. Results： at the end of the class， the average score of the theoretical test in the experimental class washigherthan that inthecontrolclass（P <0.05）.Theresultsofthe questionnaire showedthatthis teaching mode could improve students’ interest and enthusiasm in learning， help students find and solve problems，etc.Conclusion： the mixed teaching mode of histology and Embryology based on learning path can improve students’ learning enthusiasm and ability， and improve the teaching effect of histology and embryology.

Keywordshistology and embryology; learning path; mixed teaching

組织学与胚胎学（以下简称“组胚”）是研究人体微观结构及其功能和个体发生、发育的学科。组胚教学内容中包含大量形态学名词，并涉及人体微观与宏观结构的关系、平面与立体结构的关系、结构与功能的关系等，具有一定复杂性。组胚课程授课对象为大学一年级医学类专业学生，一些学生在学习繁杂的组胚内容时感觉吃力，学习效果欠佳，究其原因主要有三方面：（1）学习过程缺乏科学引导：很多学生对大学里相对自主的学习方式感到不适应，尤其是组胚教学内容较多，学……