病理学课堂教学技能点的实证研究

目的对国家级精品课程《病理学》课堂教学录像进行观察分析与记录，探讨病理学课堂教学技能点的构成与分布特点。方法对2006—2012年国家级精品课程《病理学》课堂录像采用费兰德斯课堂分析技术，对教学教授技能、演示技能和互动技能出现的频次进行统计分析。结果病理学课堂教学技能点使用频次从高到低依次为：演示技能点（53．94％）、互动技能点（26．64％）、讲授技能点（19．42％）；其中演示技能点最常用的为感官性聚焦；互动技能点最常用的为监控、表达关怀等；讲授技能点中最常用的为手势配合、案例讲解等。结论病理学课堂教学应根据教学目标、教学内容，正确处理好演示、互动与讲授技能三者之间的关系。

An empirical study of skill points in pathology courses

Objective To investigate the characteristics and distribution of class teaching skill points in state high quality course pathology using Flanders interaction analysis system to analyze the teaching video of pathology course. Methods Teaching videos of state high quality course （ pathology course） between 2006 and 2012 were analyzed by Flanders interaction analysis system. Frequencies of using teaching skill, presentation skill and interaction skill were statistically analyzed. Results The study found that frequencies of using teaching skill points in pathology course were decreased in the fol- lowing order： presentation skill （53.94%）, interaction skill （26.64%） and teaching skill （ 19.42% ）. Sensory focusing was most commonly used in presentation skill. Monitoring and expressingconcern were most commonly used in interaction skill. Gestures and cases were most commonly used in teaching skill. Conclusions Teachers in pathology teaching should correctly handle the relationship a- mong the presentation, interaction and teaching skills according to the teaching objectives and teaching content.