王才智, 梁利梅, 周玉, 何玉, 林路, 叶国柳, 王艳, 张瑜. 智慧教室环境下妇产科学课程教学应用效果研究[J]. 蚌埠医学院学报, 2023, 48(10): 1469-1471. DOI: 10.13898/j.cnki.issn.1000-2200.2023.10.031
    引用本文: 王才智, 梁利梅, 周玉, 何玉, 林路, 叶国柳, 王艳, 张瑜. 智慧教室环境下妇产科学课程教学应用效果研究[J]. 蚌埠医学院学报, 2023, 48(10): 1469-1471. DOI: 10.13898/j.cnki.issn.1000-2200.2023.10.031
    WANG Cai-zhi, LIANG Li-mei, ZHOU Yu, HE Yu, LIN Lu, YE Guo-liu, WANG Yan, ZHANG Yu. Research on the application effect of obstetrics and gynecology course in the intelligent classroom environment[J]. Journal of Bengbu Medical College, 2023, 48(10): 1469-1471. DOI: 10.13898/j.cnki.issn.1000-2200.2023.10.031
    Citation: WANG Cai-zhi, LIANG Li-mei, ZHOU Yu, HE Yu, LIN Lu, YE Guo-liu, WANG Yan, ZHANG Yu. Research on the application effect of obstetrics and gynecology course in the intelligent classroom environment[J]. Journal of Bengbu Medical College, 2023, 48(10): 1469-1471. DOI: 10.13898/j.cnki.issn.1000-2200.2023.10.031

    智慧教室环境下妇产科学课程教学应用效果研究

    Research on the application effect of obstetrics and gynecology course in the intelligent classroom environment

    • 摘要:
      目的比较智慧教室环境下妇产科学课程教学效果。
      方法将同一年级的临床医学专业学生按A、B班随机分配,妇产科学课程的授课采用不同模式,A班为智慧教室环境,为观察组,B班为传统教学环境,为对照组。比较2班学生的期末考试成绩,并进行教学效果问卷调查评价其他教学效果指标。
      结果A班及格率(≥60分)和优良率(≥80分)分别达到100.0%和72.0%,均较B组提高(P < 0.05)。在整体教学效果、学生妇产科学知识及技能的掌握、学生分析问题及解决问题能力的提升、交流和协作能力的提升、信息化水平及师生互动方面,A班均优于B班,差异有统计学意义(P < 0.01)。
      结论智慧教室环境下妇产科学教学模式总体教学效果优于传统教学模式,学生期末考试及格率及优秀率均得到提升,学生的各方面能力得以提升。

       

      Abstract:
      ObjectiveTo compare the teaching effect of obstetrics and gynecology course in the intelligent classroom environment.
      MethodsClasses A and class B of the same grade were randomly assigned.The teaching of obstetrics and gynecology course adopted different modes.Class A in the intelligent classroom environment was the experimental group, while class B in the traditional teaching environment was the control group.The final exam scores and other teaching effect indicators of the two groups were compared.
      ResultsThe pass rate (≥60 points) and excellent rate (≥80 points) of group A reached 100.0 % and 72.0%, respectively, both of which were higher than those of group B (P < 0.05).In terms of overall teaching effectiveness, students' mastery of obstetrics and gynecology knowledge and skills, improvement of students' ability to analyze and solve problems, improvement of communication and collaboration abilities, informatization level, and teacher-student interaction in group A were superior to group B, with statistically significant differences (P < 0.01).
      ConclusionsIn the smart classroom environment, the overall teaching effect of obstetrics and gynecology course is better than that of the traditional teaching mode.The pass rate and excellent rate of students in the final examination have been improved, and the students' ability in all aspects can be improved.

       

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