文章摘要
吕利枝,赵茜,陈章健,等.职业卫生学综合性现场实验教学微课开发需求分析[J].安徽医药,2022,26(1):209-212.
职业卫生学综合性现场实验教学微课开发需求分析
Analysis of development needs of Micro-lesson in comprehensive field experimental teaching of occupational hygiene
  
DOI:10.3969/j.issn.1009-6469.2022.01.049
中文关键词: 教育技术  微课  调查和问卷  综合性实验教学  教学方式  需求分析  职业卫生
英文关键词: Educational technology  Micro-lesson  Surveys and questionnaires  Comprehensive experimental teaching  Teaching methods  Needs analysis  Occupational health
基金项目:北京大学“教学新思路 2.0”项目( 2019YB005);北京大学医学部教育教学研究课题( 2019YB42)
作者单位E-mail
吕利枝 北京大学公共卫生学院劳动卫生与环境卫生学系北京 100191  
赵茜 北京大学公共卫生学院劳动卫生与环境卫生学系北京 100191  
陈章健 北京大学公共卫生学院劳动卫生与环境卫生学系北京 100191  
马文军 北京大学公共卫生学院劳动卫生与环境卫生学系北京 100191  
何丽华 北京大学公共卫生学院劳动卫生与环境卫生学系北京 100191  
王云 北京大学公共卫生学院劳动卫生与环境卫生学系北京 100191 wangyun@bjmu.edu.cn 
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中文摘要:
      目的评估职业卫生学综合现场实验教学中存在的问题,把握微课开发利用的动因与方向,为引入微课教学提供依据。方法 2019年 5—10月选取北京大学医学部 2015级七年制预防医学专业 83名学生为研究对象,采用教师观察法和学生问卷调查进行研究。结果回收有效问卷 77份。职业卫生学综合现场实验教学中存在“对现场调查工作的全局认识不够充足”“容易遗忘前次课程内容”“职业卫生相关研究工作介绍不多”等问题。 66.2%的学生希望将微课应用于职业卫生学综合现场实验教学中。学生希望制作成微课的课程内容有职业卫生调查工作示教( 84.4%)、仪器使用与操作方法( 77.9%)、综合性实验涉及的知识框架与要点( 64.9%);学生希望的微课组织结构包括知识内容条理呈现( 90.9%)、操作内容视频呈现( 88.3%)、教学总结(61.0%)、教学导入( 55.8%)、思考题( 40.3%);最受学生喜欢的授课方式是微信公众号。结论职业卫生学综合现场实验教学中过程中仍存在诸多不足,微课是实验课程良好的补充教学方式。学生对于引入微课教学持支持态度,应依据学生需求有针对性设计开发微课,将其引入实验课程教学,从而提升课程教学效果。
英文摘要:
      Objective To assess the problems in the comprehensive field experimental teaching of occupational hygiene, grasp themotivation and direction of the development and utilization of Micro-lesson, and provide a basis for the introduction of Micro-lesson teaching.Methods Eighty-three students majoring in preventive medicine of the seven-year program of Grade 2015 in Peking Univer-sity Health Science Center from May to October in 2019 were selected as subjects. Teacher observation method and student question-naire survey were used to conduct the research.Results 77 valid questionnaires were recovered. In the comprehensive field experi-mental teaching of occupational hygiene, there were problems such as "the overall understanding of the field investigation work was notenough", "the introduction of occupational health-related research work was not much", "it was easy to forget the content of the previ-ous course". 66.2% of students hoped to apply Micro-lessons to the comprehensive field experimental teaching of occupational hygiene.The content of the courses students hoped to make into Micro-lessons including occupational health survey teaching (84.4%), method ofinstrument use and operation (77.9%), and the knowledge framework and main points involved in comprehensive experiments (64.9%).The organization structure of Micro-lessons included presentation of knowledge content (90.9%), operation content video presentation(88.3%), teaching summary (61.0%), teaching introduction (55.8%), and thinking questions (40.3%). Besides, WeChat public accountwas the most popular teaching method among students.Conclusions There are still many deficiencies in the comprehensive field ex-perimental teaching of occupational hygiene. Micro-lesson is a good supplementary teaching method. Students have a supportive atti-tude towards the introduction of Micro-lesson teaching, and it should be designed and developed to meet the learning needs of studentsand introduce them into experimental class teaching, improving the quality and effect of course teaching.
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