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| 可视化教学结合传统教学法在颞下颌关节教学中的应用探索 | |
| 引用本文： | 王烨欣,沈佩,郑吉驷,谢千阳,钟晓琪,张善勇#,杨驰#,郑家伟#,谢春雨,朱应超. 可视化教学结合传统教学法在颞下颌关节教学中的应用探索[J]. 中国口腔颌面外科杂志, 2017, 15(3): 282-285. DOI: 10.19438/j.cjoms.2017.03.019 |
| 作者姓名： | 王烨欣 沈佩 郑吉驷 谢千阳 钟晓琪 张善勇# 杨驰# 郑家伟# 谢春雨 朱应超 |
| 作者单位： | 1.上海交通大学医学院附属第九人民医院·口腔医学院 口腔外科；2.口腔颌面-头颈肿瘤科， 上海市口腔医学重点实验室，上海 200011；3.上海交通大学口腔医学院，上海 200011 |
| 基金项目： | 张善勇，E-mail:zhangshanyong@126.com；郑家伟，E-mail:davidzhengjw@sjtu.edu.cn；杨驰，E-mail：yangchi63@hotmail.com。#共同通信作者 |
| 摘 要： | 目的：探讨可视化教学结合传统教学法在颞下颌关节课程教学中的效果。方法：选择上海交通大学口腔医学院七年制本科生28人，随机将其分为实验组和对照组。实验组采用可视化教学＋传统教学法，对照组采用传统教学法。采用SPSS14.0软件包对2组的教学效果进行比较。结果：理论考试结果显示，2组平均成绩存在显著差异（P＜0.05）；综合能力考核结果显示，实验组成绩显著高于对照组（P＜0.05）。调查问卷结果显示，可视化教学结合传统教学法更能激发学生的学习兴趣，培养良好的医学思维方式。结论：可视化教学结合传统教学法可显著提高教学效果。 |
| 关 键 词： | 颞下颌关节 可视化 LBL CBL 教学模式 |
| 收稿时间： | 2016-11-17 |
| 修稿时间： | 2017-02-06 |
Combining visualization teaching with traditional teaching in temporomandibular joint course learning |
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| WANG Ye-xin,SHEN Pei,ZHENG Ji-si,XIE Qian-yang,ZHONG Xiao-qi,ZHANG Shan-yong,YANG Chi,ZHENG Jia-wei,XIE Chun-yu,ZHU Ying-chao.. Combining visualization teaching with traditional teaching in temporomandibular joint course learning[J]. China Journal of Oral and Maxillofacial Surgery, 2017, 15(3): 282-285. DOI: 10.19438/j.cjoms.2017.03.019 | |
| Authors: | WANG Ye-xin SHEN Pei ZHENG Ji-si XIE Qian-yang ZHONG Xiao-qi ZHANG Shan-yong YANG Chi ZHENG Jia-wei XIE Chun-yu ZHU Ying-chao. |
| Affiliation: | 1.Department of Oral Surgery； 2.Department of Oromaxillofacial Head and Neck Oncology, Shanghai Ninth People's Hospital, College of Stomatology, Shanghai Jiao Tong University School of Medicine；Shanghai Key Laboratory of Stomatology. Shanghai 200011； 3.College of Stomatology, Shanghai Jiao Tong University. Shanghai 200011, China |
| Abstract: | PURPOSE: To evaluate the teaching effect of combining visualization teaching with traditional teaching in temporomandibular joint (TMJ) course learning. METHODS: Twenty-eight seven-year dental students in Shanghai Jiao Tong University College of Stomatology were randomly allocated into 2 groups. In the experimental group, visualization teaching combined with traditional teaching were used while only traditional teaching in the control group. SPSS 14.0 software package was used to evaluate the teaching effect between the 2 groups. RESULTS: Theory test indicated that students in the experimental group had higher score than in the control group(P＜0.05).Comprehensive abilities test indicated that students in the experimental group had higher score than in the control group(P＜0.05). Questionnaire results indicated that students in the experimental group had higher enthusiasm for study and better thinking mode. CONCLUTIONS: Visualization teaching combined with traditional teaching significantly enhance teaching effect in dental students for TMJ course learning. |
| Keywords: | Temporomandibular joint Visualization LBL CBL Teaching model |
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