CC BY
712. Меньшикова И.Г., Скляр И.В., Квасникова Ю.В. Электронное обучение - новая образовательная парадигма? // Электронные образовательные технологии: возможности дистанционного обучения в медицинском образовании. Материалы учебно-методической конференции. Благовещенск, 2016. С. 35-36.
13. Сухотин С.О., Белявский А.А. Организационно-правовое обеспечение электронного обучения с использованием дистанционных образовательных технологий // Информационное право. 2013. №3.
14. Федеральный закон от 19 декабря 2012г. №273-Ф3 «Об образовании в Российской Федерации» // Российская газета - Федеральный выпуск. 31.12. 2012. № 5976.
15. Федеральный государственный образовательный стандарт высшего образования. Специальность 31.05.02 педиатрия. Приказ министерства образования и науки от 17.08. 2015, № 853.
Application of Sandwich teaching method combined with CBL teaching method in the teaching of Acupuncture and Moxibustion
The Second Affiliated Hospital of Heilongjiang University of Chinese Medicine
Wang Linjing, Zheng Lihong, Li Xiaohong, Wang Lu, Chen Jing, Zhu Pengyu, Cai Guofeng
Abstract «Acupuncture and Moxibustion» is one of the acupuncture and massage professional basic courses, is a subject of promoting Chinese traditional medicine therapy theory and skills, it has the characteristics of the skill system, clinical practice, the characteristics are crucial in the education and teaching effect. Therefore, learn the «Acupuncture and Moxibustion», apply the knowledge to clinical, and understand the meaning of its theoretical knowledge in practice. So how to improve the students' ability to connect theory with reality is a matter of great concern in recent years.
Key words: Sandwich teaching method; CBL method; Acupuncture and Moxibustion
Sandwich teaching was first produced in England. It is based on "theory- practice-theory" or "practice-theory- practice". It is named as sandwich in form. Later, the German University of Heidelberg will be the first "Sandwich" teaching mode into the classroom teaching, students through group discussion, cross learning, learning form summary report, in order to promote between teachers and students and between students and students exchanges and communication, so as to improve the students' learning initiative and ability to explore new knowledge of the new teaching mode, the the teaching contents include opening, ask questions, students discuss, teachers report, teacher summary and other links.
The case teaching method was first created by the scholar Langdell, which was first applied to the education of medicine and law. It is a teaching method that uses typical cases as the medium of teaching. This teaching method refers to the teaching under the guidance of teachers, according to teaching objectives and teaching content, to cite a specific case, and then organize the students through the case of reading, investigation, analysis, discussion and other activities, teach them to analyze and solve problems, enhance a specific method of teaching students to understand the basic principle and the basic concept, focus on training students' comprehensive ability of learning. We combined the Sandwich and CBL teaching method, classroom teaching is applied to acupuncture and moxibustion in received a better teaching effect, summarized as follows.
l.Research objects and methods
1.1 General information. The object of the study was 213 of the 2014 major undergraduate students of acupuncture and moxibustion and massage at the Heilongjiang University Of Chinese Medicine. It was divided into 2 classes. Class 1 was set as experimental group, and class 2 was set as control group. The age was 21-24 years old, and the general situation was not statistically significant.
1.2 Research methods. The textbook was published by Chinese traditional Chinese Medicine Publish-144 Амурский медицинский журнал №1-2 (20-21) 2018
ing House and "Acupuncture and Moxibustion", which was edited by Lu Shoukang, was taught in 48 hours. The experimental group and the control group adopted the same teaching teachers, teaching materials, experimental conditions and evaluation criteria. In the control group, the traditional teaching method was adopted: the multimedia courseware was prepared according to the requirements of the syllabus, and the traditional teaching method was used to explain the knowledge points of the Acupuncture and Moxibus-tion. In the part of the experimental group, the Sandwich teaching method and the CBL teaching method are used in the section of the experimental group. The basic procedures are as follows:©Selected cases. A typical case closely related to teaching content is selected and sent out one week before class teaching. Students use their spare time to preview relevant contents in textbooks, consult related materials and familiarity with cases. ©Ask questions at the beginning of the lecture.The teachers briefly show the case, and then put forward the questions that need to be discussed in this lesson, 5-7 general problems.@The students are divided into groups to discuss and report the results.@A brief summary of Teachers. According to the discussion of students, teachers have mastered the difficulties that students encounter in their learning process, and can be analyzed and explained pertinent, so as to further enhance their learning goals.
1.3 Impact assessment. ©Closed examination. At the end of the period, the test group and the control group were examined by a unified closed - volume examination. According to the teaching knowledge point out test questions, compare the experimental group and the control group cases related topic performance, other title results and total scores, full score is 100 points.@Questionnaire investigation. The satisfaction questionnaire was used to investigate students' evaluation of teaching methods, including 4 aspects: Students' interest and adaptability in learning, teacher-student relationship and classroom atmosphere, basic knowledge and practical problem-solving ability. Satisfaction is divided into three grades: good, middle and bad.
1.4 Statistical analysis. SPSS13.0 software was used to carry out statistical analysis. The data were expressed in (x + s), and t test was used for comparison between groups. The difference was statistically significant when P < 0.05.
2. Result
2.1 The comparison of the theoretical results of the two groups of students. The scores of the related subjects and the total scores of the experimental group were significantly higher than those of the control group (P < 0.01). There was no significant difference between the scores of the scores of other subjects in the two groups (P > 0.05).
2.2 The average scores of the students in the experimental group were 88.73 + 6.01 points, the average scores of the control group were 82.03 + 6.33 points, and the two groups were statistically significant. Among them, the scores of case related questions (Full Score 30), the average score of the experimental group was 27.43 + 2.16 points, the average score of the control group was 19.67 + 2.58 points, and the difference between the two groups was statistically significant. It can be seen that the theoretical knowledge and practical application ability of the students in the experimental group are better than those of the control group.
2.3 The results of the questionnaire survey were made in the experimental group. A questionnaire sur-
vey was conducted among the students in the experimental group. The results showed that 83.33% of the students in the experimental group were able to adapt to the Sandwich teaching method combined with CBL teaching mode, and had high learning interest. 91.76% of the students think this new teaching method can make the classroom atmosphere active, and the relationship between teachers and students is harmonious. 94% of the students believe that this new teaching method has deepened the students' knowledge of basic knowledge. 94.04% of the students believe that this new teaching method improves the students' ability to solve practical problems.
3. Discuss
3.1 The necessity of combining the Sandwich teaching method with the CBL teaching method. Acupuncture and moxibustion needle is pushing the professional course, has the characteristics of skill training and clinical application of the traditional teaching method, students operability is not strong, it is difficult to learn acupuncture and moxibustion theoretical knowledge into clinical practice, can not do it. According to the needs of teaching objectives, the "case teaching method" selects the classic cases to stimulate the students' interest in learning. Through the study and discussion of the cases, the students have mastered the methods and means to deal with the practical problems of acupuncture and moxibustion. However, students have become accustomed to the traditional "cramming" teaching method, and the initiative to think and participate in the discussion is not very positive, the teacher said the situation has occurred, it will reduce the effect of teaching. The combination of CBL teaching method and Sandwich teaching method, and fully mobilize the enthusiasm of students to participate in classroom activities, not only has the advantages of two kinds of teaching methods but also overcome a single application of the teaching method of defects of the two kinds of teaching methods, combined with each other, can greatly improve the teaching effect.
3.2 Sandwich teaching method combines the advantages of CBL teaching method. Sandwich teaching method combined with CBL teaching method to enhance the students' learning initiative and learning interest. A typical case of teacher selection, a week before the class, students can access information and familiar with the case the use of spare time in the classroom, relaxed and pleasant classroom atmosphere, and fully mobilize the students' enthusiasm and initiative, so as to change the passive learning traditional active learning model. Meanwhile, during the discussion process, teachers guide students to flexibly apply the basic knowledge of acupuncture moxibustion law to analyze and solve problems, and improve their practical application ability.
3.3 The problems existing in the Sandwich teaching method combined with the case teaching method. Sandwich teaching combined with case teaching method compared with the traditional class teaching method, teachers need to invest more, but because the scientific research pressure, many teachers can not put more energy into the teaching, to try new teaching method of teachers, teachers pressure, the pressure of teachers is great. In addition, the new teaching method requires students to participate actively, active thinking and speech, and the students have been accustomed to passive mode large classes, have repeatedly participated in the new teaching methods in practical activities, it can well adapt to this model, which requires teachers to constantly improve their own quality, grasp the essence of the new teaching method. Only in this way can we control the course of the classroom and actively guide the students to achieve better teaching results.
In summary, Sandwich teaching method combined with CBL teaching method makes it easier for students to grasp the theoretical knowledge and practical application method of Acupuncture and Moxibustion, and achieves good teaching effect, which is worth promoting.
Reference:
[1] Yuan Ping, Yin Yanhua, Liu Lin, Duan Qiuhong, Feng Zuohua, Sun Jun.Sandwich teaching method in biochemistry teaching [J]. China higher medical education, 2013 (8): 103-104.
[2] Zheng Jinzhou. Case teaching guide [M]. Shanghai: East China Normal University press, 2000:21-22.
[3] Wang Zhaohui, Li Tie, Hong Jie. The research and application of "three degrees" teaching method in the teaching of prickly moxibustion law [J]. Journal of Changchun University of Traditional Chinese Medicine,
2010,26 (3): 477.
AMypcKMM меAмцмнcкмм rnypHafl №1-2 (20-21) 2018 147
