互动式教学在《口腔修复学》课程中的实施效果评价

目的探索在《口腔修复学》课程中网络互动结合分组病例讨论的教学效果。方法采取分层随机化分组方式，将40名2009级口腔医学专业学生分为实验组和对照组，每组20人）。其中对照组实施传统教学；实验组实施网络互动结合分组病例讨论教学，在课堂上按3：1的学时比例分配理论知识讲授与病例讨论时间，课后进行网络互动式授课。理论课程结束后，两组学生接受统一考试，题型包括单项选择题（80题）、判断题（20题）、病例分析题（5题），满分150。并进行问卷调查，内容包括学生的学习兴趣以及对学习难度的认知。对两组考试成绩行两样本t检验（a=0．05），问卷调查结果行Mann—WhitneyU检验（a=0．05）。结果对照组考核平均成绩为（109．22±8．22）分，实验组平均成绩为（126．28±8．72）分，两组成绩差异有统计学意义（F=I．1254，P=0．000）。问卷调查显示，实验组与对照组学习兴趣（Z=-2．869，P=0．004）及对学习难度认知（Z=-2．711，P=0．007）存在差异。结论网络互动结合分组病例讨论教学有利于提高学生的学习积极性、学习成绩及独立思考能力，其效果优于传统教学。

Evaluation on teaching effect of interactive teaching in prosthodontics course

Objective To research the efficiency of interactive teaching combined with group discussion in prosthodontics course. Methods Totally 40 stomatology students of 2009 grade were divid- ed into 2 groups by stratified random sampling , 6 males and 14 females in each group. Students in con- trol group were taught by traditional teaching method while those in the test group were taught by interac- tive teaching method during prosthodontics course. Knowledge lectures and cases discussion in interactive teaching method were distributed as ratio of 3 ： 1 in class time, and network interactive teaching was car- ried out after class. Exam was taken after the course, which included single choices （ 80 questions, 80 points ）, true or false questions （ 20 questions, 20 points ） and case analysis （ 5 questions, 50 points ）. Full marks of the exam was 150 points and exam time was 150min. Then questionnaire survey was carried out, which included the students＇ interest in learning and cognition of learning difficulty. Exam scores were statistically analyzed by two sample t-test （ a=0.05 ） and the questionnaire survey results were statisticallyanalyzed by Mann-Whitney U test （ a=0.05 ）. Results Average scores were （ 109.22 ±8.22 ） in control group and （ 126.28± 8.72 ） in test group, with statistical differences （ F=1.1254, P=0.000 ）. There were statistical differences between control group and test group in studying interest （ Z=-2.869, P=0.004 ） and difficulty （ Z=-2.711, P=0.007 ）. Conclusions Initiative, thinking capacity and scores can be enhance by interactive teaching method which is more efficiently than traditional teaching method.