【摘要】 目的:探讨在医学院校专业课教学中,进行针对第二课堂的嵌入式信息素养教育的教学效果。方法:以包头医学院《医学细胞生物与遗传学》课程为试点,选取2017级临床专业本科和2016级临床专业本科的学生,进行教学实践,通过实践前后调查问卷的调研方法,比较实践前后学生检索文献能力,文献综述写作能力,自主学习能力。结果:教学实践后,实践班学生的检索文献能力、文献综述写作能力和自主学习能力都有所提升,其中2016级提升效果较2017级明显。结论:提出针对第二课堂的嵌入式信息素养教育需注意以下三点:一是高年级学生更需要嵌入式信息素养教育,应加强高年级学生的针对性辅导;二是学生参加第二课堂嵌入式信息素养教育的积极性不强,应加强第二课堂激励机制;三是短期第二课堂嵌入式信息素养教育的提升效果不明显,第二课堂嵌入式信息素养教育应是具有针对性的长期过程。更多还原

【Abstract】 Objective:To explore the teaching effect of education model of embedded information literacy for the second class in professional courses of medical colleges. Methods: Medical Cell Biology and Genetics was adopted as the experimental unit in Baotou medical college, and students in clinical specialty enrolled in 2017 and in 2016 were selected for teaching practice. The pre-practice and after-practice questionnaires were used to compare students’ literature retrieval ability, literature review writing ability and independent learning ability before and after the practice. Results: After teaching practice, students in the practice class have improved their literature retrieval ability, literature review writing ability and independent learning ability, the improvement effect of the grade enrolled in 2016 more obvious than that of the grade enrolled in 2017. Conclusion: It is proposed that the following three points should be noted for the embedded information literacy education for the second class. Firstly, the senior students need more embedded information literacy education, and the targeted guidance for the senior students should be strengthened. Secondly, students’ enthusiasm to participate in embedded information literacy education in the second class is not strong, so the second classroom incentive mechanism should be strengthened. Thirdly, the improvement effect of short-term second class embedded information literacy education is not obvious, and thus the second class embedded information literacy education should be a targeted long-term process.更多还原