基于“互联网＋”的多元化教学模式在中医外科学教学实践中的研究

王姗姗 安月鹏 张晴

【摘要】目的：探究LBL+微课+CBL教学法多元化组合模式在中医外科学教学实践中的效果。方法：将1班和2班的学生作为研究对象，1班为实验组，采用LBL+微课+CBL教学法；2班为对照组，采用LBL教学法。采用课程结束后两组学生统一进行闭卷笔试和学生调查问卷的方式对两种模式进行教学效果评价研究。结果：实验组基础理论、病例分析成績均高于对照组，差异具有统计学意义（P<0.05）；实验组在师生互动反馈、课堂活跃氛围、学习主动性、获取信息能力方面评分均高于对照组，差异具有统计学意义（P<0.05）；但两组在临床思维培养和解决临床问题方面比较，差异无统计学意义（P>0.05）。结论：LBL+微课+CBL教学法多元化组合模式在中医外科学教学实践中的效果优于单一的LBL法，可以推广到中医外科学教学活动中。

【关键词】多元化教学模式；中医外科学；教学实践

[中图分类号]G434 [文献标识码]A [文章编号]2096-5249（2021）03-0169-02

Research on the Teaching practice of Traditional Chinese Surgery based on the “Internet +” diversified teaching Mode

WANG Shan-shan， AN Yue-peng， ZHANG Qing（The First Affiliated Hospital of Heilongjiang University of Chinese Medicine， Heilongjiang Harbin 150040， China）

[Abstract] Objective： To explore the effect of the diversified combination mode of LBLmethod+ Micro-Course Online Video+CBLmethod in the teaching practice ofTraditional Chinese surgery. Methods： The students in Class 1 and Class 2 were taken as the research objects， while class 1 was the experimental group. LBL+ micro-class +CBL teaching method was adopted. As the control group， Class 2 adopted LBL teaching method. At the end of the course， the two groups of students conducted a unified closed-book written test and student questionnaire to evaluate the teaching effect of the two models. Results： The scores of basic theory and case analysis in the experimental group were higher than those in the control group， and the differences were statistically significant （P<0.05）；The experimental group scored higher than the control group in terms of teacher-student interaction feedback， active classroom atmosphere， learning initiative， and ability to obtain information， with statistically significant differences （P<0.05）；However， there was no statistically significant difference between the two groups in terms of clinical thinking training and solving clinical problems （P>0.05）. Conclusions： The effect of the diversified combination mode of LBL + Micro-Course Online Video+CBL teaching method in the teaching practice of Traditional Chinese surgery is better than that of the single LBL teaching mode， which can be extended to the teaching activities of traditional Chinese surgery.

[Key words] Diversified teaching mode； Traditional Chinese surgery； Teaching practice

《中医外科学》是一门研究外科疾病证治规律的二级学科[1]，其包含疮疡病、皮肤病、乳腺病、肛肠病等，具有疾病涉猎范围广，证型描述不统一，概念特点易混淆，学术术语欠规范的特点[2]。并且在日常教学中存在着专业理论繁多枯燥，教学模式固定单一，教学硬件手段落后等问题，其共同制约了教学质量的提高。因此重视课堂教学，改变“灌注式”教学模式，重视以学生为中心，教师为主导，借助互联网媒介手段运用多元化教学模式，对于激发学生求索意识、改正教学弊端、提高教学质量显得尤为重要。

1 对象与方法

1.1研究对象 以黑龙江中医药大学2015级中西医结合临床专业1班和2班的学生为研究对象，1班为实验组，采用多元化教学模式，即采取LBL+微课+CBL的组合模式；2班为对照组，采用教师课前备课、课时授课的LBL模式。……