《卫生化学》课程研究型教学方法与成效研究

摘要:目的 探讨研究型教学对本科学生《卫生化学》课程学习行为和成效的影响。方法 以医学高等教育预防医学专业《卫生化学》专业基础课程为例，采用准实验设计，分别进行传统讲授式教学和研究型教学，对2种教学实践的学习成效及行为进行比较。结果 研究型教学下有更好的学业成绩（t = 3.071,P ＜0.05）；有更多学习时间投入（t = 2.254,P ＜0.05），更多合作学习时间（t = 5.845,P ＜0.05）；传统教学学生更多看教师PPT进行学习（t = 2.740,P ＜0.05），研究型教学下学生更多使用老师推荐的课外网络学习资源（t = 2.960,P ＜0.05）；基础知识课后学习方式与传统教学的差异是更多与同学探讨（t = 5.510,P ＜0.05）或寻求帮助（t = 2.550,P ＜0.05）。结论 研究型教学对自主探究能力的培养与知识学习并不冲突，学生可以通过自主学习实现更佳的学习成效。研究型教学能够激发学生更多学习投入，自主进行扩展性知识探究，以及更多的合作学习。

Study on the methods and effectiveness of research-oriented teaching in health chemistry course

Abstract: Objective The study aimed to explore the effect of research-oriented teaching on learning behavior and performance in health chemistry course among undergraduate students. Methods Basic major course Health Chemistry for preventive medical students was tested using traditional lecture-based teaching and research-oriented teaching according to a quasi experimental design. Learning performance and behaviors of the students between the two teaching styles were compared. Results The research-oriented teaching resulted in enhanced academic performance (t =3.071, P <0.05) and more time devotion on learning (t =2.254, P<0.05) and on cooperative learning (t = 5.845, P <0.05). The students receiving traditional teaching were more likely to learn by reading through powerpoint slides provided by the teacher (t=2.740, P<0.05), while those receiving research-oriented teaching tended to use extracurricular internet learning resources recommended by the teacher (t=2.960, P <0.05). The difference in after-class basic knowledge acquisition between the two teaching styles was that the students receiving research-oriented teaching were more likely to engage in discussions (t = 5.510, P <0.05) and seek help (t=2.550, P<0.05). Conclusion Research-oriented teaching is not in conflict with the cultivation of independent explorative ability and knowledge acquisition. The students can achieve better learning performance through independent learning. Research-oriented teaching can stimulate more time devotion of the students in learning, knowledge exploration, and cooperative learning.