上海口腔医学

上海口腔医学 ›› 2013, Vol. 22 ›› Issue (3): 345-348.

• 口腔医学教育 • 上一篇    下一篇

参与式教学模式在口腔健康教育课程改革中的应用

慈向科，赵玉宏，万莉，熊伟，王予江，欧晓艳   

  1. (南昌大学附属口腔医院 预防科，江西 南昌 330006)
  • 收稿日期:2012-12-24 修回日期:2013-01-24 出版日期:2013-06-10 发布日期:2013-06-10
  • 通讯作者: 欧晓艳，Tel：0791-86360615，E-mail：ouxiaoyan68@yahoo.com.cn
  • 作者简介:慈向科(1985-)，女，硕士研究生, E-mail:cixiangke@163.com
  • 基金资助:
    江西省高等学校教学改革研究课题(JXJG-10-1-42)

Application of participatory teaching mode in oral health education

CI Xiang-ke, ZHAO Yu-hong, WAN Li, XIONG Wei, WANG Yu-jiang, OU Xiao-yan   

  1. Department of Preventive Dentistry, The Affiliated Stomatological Hospital of Nanchang University. Nanchang 330006, Jiangxi Province, China
  • Received:2012-12-24 Revised:2013-01-24 Online:2013-06-10 Published:2013-06-10
  • Supported by:
    Supported by Higher School Teaching Reform Research Subject of Jiangxi Province(JXJG-10-1-42).

PDF (PC)

270

被引次数

17

摘要： 目的：探索参与式教学方法在口腔健康教育课程中的应用，评价其对培养适合现代医学发展的全方位口腔医学专业应用型人才的可能作用。方法：在南昌大学口腔医学院的2005级60名本科生中采用传统的理论授课教学模式，对2006—2007级120名本科生采用参与式教学模式，以注重实践的方式开展口腔健康教育课程，课程结束后对教学效果进行问卷调查及评价。结果：问卷调查显示，学生对2种授课方式是否对学习有所帮助和对学生自身能力有所提高以及两种教学方式可行性的评价都具有显著差异。结论：针对本科生的口腔健康教育课程实行参与式教学是可行的，可以提高学生的综合素质，培养学生的人文素养和科学素养，符合国内口腔医学专业人才的培养目标，顺应教学改革的发展趋势。

关键词: 本科生, 口腔健康教育课程, 参与式教学

Abstract: PURPOSE: To apply participatory teaching mode in oral health education, and to assess its role in cultivating comprehensive stomatological professionals suitable for the development of modern medicine. METHODS: Sixty undergraduate students from grade 2005 in Stomatological College of Nanchang University were selected. Among those students, oral health education course was carried out by traditional teaching mode, while 120 undergraduate students from grades 2006 to 2007 received participatory teaching approach, which paid attention to practice in oral health education practice course. After the course, a survey and evaluation of teaching effectiveness was conducted. RESULTS: Questionnaire survey showed that participatory teaching mode could significantly improve the students’ capabilities and provide much more help to their study. CONCLUSIONS: Application of participatory teaching mode in oral health education course for undergraduates is feasible. It can improve students’ comprehensive ability and cultivate their cultural literacy and scientific literacy. It also meets the training goal of stomatological professionals and the development trend of education reform.

Key words: Undergraduate, Oral health education course, Participatory teaching

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