多元化教学方式在骨科临床教学中的应用研究.pdfVIP

《中国病案》2015 年第 16 卷第 4 期 ·87· 多元化教学方式在骨科临床教学中的应用研究 100043 北京市 首都医科大学附属北京市朝阳医院京西院区 朱文艺 海 涌 李 健 藏 磊* 摘要 目的 分析多元教学理论的应用价值。方法 选取 2013 年-2014 年实习的临床医学系学生 51 人， 随机分组，分别选用多元教学方法和传统教学方法进行授课，实习结束统一进行理论和实践技能考试。利 用 SPSS17.0 对所得成绩进行对比和分析。结果 多元教学方式明显优于传统教学方法。这套学习方法能充 分发挥学生的主观能动性，调动学习热情。结论 以往的教学模式偏重“教”，而忽视了自学能力的培养。 骨科教学信息量大，课时少，教学难度大。而在尊重成人学习的一般规律的基础上提出的多元化教学方式， 化解了上述矛盾，使学生能利用业余时间主动学习。同时通过这种学习方式，也提高了学生的综合能力。 关键词 骨科教学；临床实习；多元化教学方式 Applied Research of Diversified Teaching Methods in Orthopaedic Clinical Teaching Zhu Wenyi,Hai Yong,Li Jian,Zang Lei*,Western Campus of Beijing Chaoyang Hospital Affiliated to Capital Medical University, Beijing 100043, China Abstract Objective To analyze the application value of Diversified teaching theory. Methods Select 51 clinical medical internship students from 2013 to 2014; randomly allocate Diversified teaching method and traditional teaching methods. Carry out theory and practical skills exam at the end of internship. Use the SPSS17.0 to compare and analyze the results. Results Diversified teaching methods is superior to traditional teaching methods. This method can give full play to students subjective initiative and enthusiasm. Conclusion The previous teaching mode Focus on the teaching, and neglect the self-study ability. The orthopedic teaching class has large amounts of information, and limited teaching hours. Teaching is difficult.  We put forward the diversified teaching methods on the basis of respect for the general rules of learning, so that the students can use spare time to take the initiative to learn. At the same time, this kind of study way also improves the students comprehensive ability. Key words Orthopaedic teaching; Clinical practice; Diversified teaching methods 随着教育体制的不断变革，骨科教学暴露出多 的领悟和理解相关内容。因此在教学内容安排中教