【摘要】 目的 探讨新型教学模式在教学团队建设与优秀教学团队形成的价值。方法 医院于2020年1—12月成立以教研组长为核心的教学梯队,选取20名儿科医生为授课教师,随机分为对照组与试验组,每组各抽取30名实习生参与研究,对照组10名授课教师采用传统教学方式备课与授课,试验组10名授课教师采用新型教学模式(课前培训课程、写教案、备课、制作PPT、然后集体备课进行修改,课前试课训练口头表达能力、课后总结经验的方式进行教学),对两组授课教师教学能力及学生学习能力进行比较。结果 对照组授课教师教学质量总分、带教主动性、带教规范性、理论及专业知识水平与试验组相比差异有统计学意义(P <0.05);试验组学生的学习积极性、发现问题能力、解决问题能力及创新能力评分均较对照组高,差异有统计学意义(P<0.05);两组入科成绩差异无统计学意义(P> 0.05),试验组出科成绩较对照组高(P <0.05);试验组各维度学习兴趣评分均较对照组高,差异有统计学意义(P<0.05);试验组学生对教师带教满意度为96.67%,较对照组80.00%高,差异有统计学意义(P <0.05)。结论 新型教学模式用于教学团队建设中可提高授课教师教学能力,也能提高学生的学习能力及学习兴趣,还可提高学生出科成绩及对教师带教满意度。更多还原

【Abstract】 Objective To explore the value of new teaching mode in the construction of teaching team and the formation of excellent teaching team. Methods From January to December 2020, the hospital established a teaching T-team with the teaching and research team leader as the core,selected 20 pediatricians as the teaching teachers, and randomly divided them into the control group and the experimental group, 30 interns in each group were selected to participate in the research, 10 teachers in the control group used the traditional teaching methods for lesson preparation and teaching, and 10 teachers in the experimental group used the new teaching mode(pre-class training course,writing teaching plan, lesson preparation, make PPT, then prepare lessons for modification, try lessons before class to train oral expression ability, summarize experience after class to teach), compare the teaching ability of two groups of teachers and students’ learning ability. Results There were significant differences in the total score of teaching quality, teaching initiative, teaching standardization, theory and professional knowledge between the control group and the observation group, the differences were statistically significant(P<0.05); the scores of learning enthusiasm,problem finding ability, problem solving ability and innovation ability of the observation group were higher than those of the control group, the differences were statistically significant(P<0.05). There was no significant difference between the two groups in admission scores(P>0.05),and the graduation scores of the observation group were higher than those of the control group, the difference was statistically significant(P<0.05); the scores of learning interest in all dimensions in the experimental group were higher than those in the control group, the differences were statistically significant(P<0.05); the satisfaction of the students in the experimental group with the teachers’ teaching was 96.67%,which was higher than that of the control group(80.00%), the differences were statistically significant(P<0.05). Conclusion The new teaching mode used in the construction of teaching team can improve the teaching ability of teachers, improve the learning ability and interest of students, and also improve the students’ Graduation results and satisfaction with teachers’ teaching. It is worth promoting.更多还原