摘要
目的本研究旨在通过当堂对分教学模式,改进医学院校生理心理学课程的考核评价方式,提升教学效果。方法以2021级和2022级应用心理学本科生110人为研究对象,2022年9月至2023年12月进行《生理心理学》非同期教学研究。研究对象分为传统教学组(n=52)和对分教学组(n=58),在使用相同教材和内容的情况下,比较两种教学模式的学习和教学效果。结果在学习效果上,对分教学组学生综合成绩明显高于传统教学组(t=2.944,P=0.004)。在教学效果上,对分教学组学生评价参与度更高。课堂满意度从中期评教的85.11%增至期末的95.74%。教师继续使用该模式的欢迎度也略有提升,从中期评教82.98%增至期末85.11%。学生对精讲和独学环节的满意度超过讨论环节。结论对分课堂提升了学习和教学效果,增强了教学满意度,未来可通过追踪研究进一步优化教学和评价。
Objective To improve the assessment methods and teaching effectiveness of physiological psychology courses in medical colleges through the in-class presentation-assimilation-discussion-dialogue class(PADD class).Methods A non-concurrent teaching study on Physiological Psychology was conducted on 110 undergraduate students majoring in applied psychology(2021 and 2022 cohorts)from September 2022 to December 2023.The participants were divided into a traditional teaching group(n=52)and a PADD class group(n=58).Using the same textbooks and content,the study compared the learning and teaching effectiveness of the two teaching modes.Results In terms of learning outcomes,the comprehensive scores of students in the PADD teaching group were significantly better than those in the traditional teaching group(t=2.944,P=0.004).Regarding teaching effectiveness,students in the PADD teaching group showed higher engagement in evaluating the teaching effectiveness.The overall satisfaction with the PADD class increased from 85.11%in the mid-term evaluation to 95.74%at the end of the term.The willingness for teachers to continue using the PADD class slightly increased from 82.98%in the mid-term evaluation to 85.11%at the end of the term.Students’satisfaction with the Presentation and Assimilation of the in-class PADD teaching model was higher than that with the Discussion segment.Conclusion The PADD class teaching model has enhanced learning and teaching effectiveness and increased teaching satisfaction.Future studies can further optimize the teaching and evaluation segments of the PADD class through follow-up research.
作者
李芸
周仕轶
LI Yun;ZHOU Shiyi(School of Basic Medical Sciences,Chengdu University of Traditional Chinese Medicine,Sichuan,Chengdu 611137,China)
出处
《中国医药科学》
2025年第15期172-175,184,共5页
China Medicine And Pharmacy
基金
四川省高等教育人才培养质量和教学改革项目(JG2021-779)
成都中医药大学基础医学院2023年度院级教育教学改革重点项目“对分课堂视域下《生理心理学》考核评价方式的改革与实践”。
关键词
当堂对分教学模式
学习效果评价
教学效果评价
生理心理学
In-class PADD teaching model
Learning evaluation
Teaching eva luation
Physiological psychology
