Objective: to analyze the specific effect of mixed teaching model on students comprehensive quality in the process of comprehensive experimental teaching of histology and embryology. Methods: from March to July 2021, ...Objective: to analyze the specific effect of mixed teaching model on students comprehensive quality in the process of comprehensive experimental teaching of histology and embryology. Methods: from March to July 2021, 800 students who studied the comprehensive experimental courses of histology and embryology were randomly divided into the control group (conventional teaching mode) and the observation group (mixed teaching mode). The statistical differences in the five dimensions of comprehensive quality (learning interest, autonomy, professional belief, thinking ability and humanistic quality) of the two groups of students before and after teaching were compared, and the statistical differences in the satisfaction degree of the two groups of students and teachers with the teaching process were compared. Results: the scores of the five dimensions of comprehensive quality (interest in learning, humanistic quality, professional belief, thinking ability and autonomous learning) of the students in the two groups were increased. the scores of comprehensive quality of the students in the observation group were higher than those in the control group after teaching, and the difference was statistically significant (P<0.05). The satisfaction rate of the observation group (86.00%) was higher than that of the control group (71.50%), the difference was statistically significant (P<0.05). Conclusion: the application of mixed teaching model in the comprehensive experimental teaching of histology and embryology can comprehensively improve students comprehensive quality and improve students satisfaction with the teaching process.展开更多
文摘Objective: to analyze the specific effect of mixed teaching model on students comprehensive quality in the process of comprehensive experimental teaching of histology and embryology. Methods: from March to July 2021, 800 students who studied the comprehensive experimental courses of histology and embryology were randomly divided into the control group (conventional teaching mode) and the observation group (mixed teaching mode). The statistical differences in the five dimensions of comprehensive quality (learning interest, autonomy, professional belief, thinking ability and humanistic quality) of the two groups of students before and after teaching were compared, and the statistical differences in the satisfaction degree of the two groups of students and teachers with the teaching process were compared. Results: the scores of the five dimensions of comprehensive quality (interest in learning, humanistic quality, professional belief, thinking ability and autonomous learning) of the students in the two groups were increased. the scores of comprehensive quality of the students in the observation group were higher than those in the control group after teaching, and the difference was statistically significant (P<0.05). The satisfaction rate of the observation group (86.00%) was higher than that of the control group (71.50%), the difference was statistically significant (P<0.05). Conclusion: the application of mixed teaching model in the comprehensive experimental teaching of histology and embryology can comprehensively improve students comprehensive quality and improve students satisfaction with the teaching process.
