病理学校本教材在高职高专教学中的应用与评价

目的 编写病理学校本教材,并应用于高职高专教学,对应用效果进行评价.方法 将我校2011届临床医学专业学生按班级分为两个组,分别为实验组（1班,58人）和对照组（2班,60人）.两组均采用理论实践一体化教学.实验组使用校本教材,对照组使用统编教材.应用SPSS 13.0对实验组和对照组的课前预习、案例分析和期末考试成绩进行比较,采用两样本均数t检验;课程结束后对两组学生教材使用满意度分别进行问卷调查,并对调查结果行秩和检验.结果 实验组学生课前预习得分（84.4±6.2）高于对照组（78.2±5.8）,差异有统计学意义（t=5.61,P=0.001）;实验组学生的案例分析得分（78.6±6.6）亦高于对照组（72.8±5.3）,差异有统计学意义（t=5.27,P=0.002）;但两组学生期末考试成绩差异无统计学意义.问卷调查结果显示,在教材难易度、促进阅读兴趣、是否重点突出、对自学效果的影响方面,实验组学生满意度高于对照组,差异均有统计学意义;但听课效果评价方面（实验组,满意38人,一般20人,不满意0人;对照组,满意36人,一般23人,不满意1人）,两组差异无统计学意义（Z=-0.68,P=0.497）.结论 本校编撰校本教材有利于学生的自学,提高其学习兴趣和对知识的应用能力.

The application and evaluation of school-based teaching material of pathology in higher vocational colleges

Objective To write the school-based teaching material of pathology,and apply it to the students in higher vocational colleges to evaluate the application effect.Methods Two classes of clinical medical students of Grade 201 1were divided into two groups：the experimental group（Class1,58 students） and the control group（Class2,60 students）.Both of the two groups take the integration of theory and practice teaching method.The traditional teaching material was applied in the control group while the school-based teaching materials were adopted in the experimental group.Statistical analysis software SPSS 13.0 and two samples t test were used to compare the preparing effect before the class,case study effect and the final examination of the two groups.After the end of the course,students＇ teaching satisfaction questionnaire was conducted,and the results of the survey for the rank sum test were analyzed.Results The scores of preparing effect before class were higher in experimental group（84.4 ±6.2） than those in the control group（78.2 ±5.8）,t=5.61,P=0.001; the case study effect in experimental group（78.6 ± 6.6） was higher than that of the control group（72.8 ± 5.3）,t=5.27,P=0.002; there was no significant differences in the final examination between the two class [experimental group （83.5 ± 6.8）,control group （81.6 ± 6.9）],t=1.51,P=0.183.The questionnaire shows,in the aspect of the difficulty of teaching material,the degree of satisfaction in the experimental group（satisfied：28,general：30,unsatisfied：0） was higher than the control group（satisfied：18,general：37,unsatisfied：5）,Z=-2.43,P=0.015; in the aspect of reading interest,the degree of satisfaction in the experimental group（satisfied：32,general：25,unsatisfied：1） was higher than the control group（satisfied：22,general：35,unsatisfied：3）,Z=-2.09,P=0.036; in the aspect of emphasizing on the key point,the degree of satisfaction in the experimental group（satisfied：20,general：38,unsatisfied?