“数字故事”化的高职护理专业生理学教学

摘要

Objective:To research the change of students' inter-ests and the results of test when physiology theoretical knowledge is teaching in "Digital Storytelling" way. Method: Questionnaire survey and comparative analysis of the first year students' test re-sults after the course teaching with"Digital Storytelling". Results:1) Questionnaire survey shows that students love"Digital Story-telling" and want more. 2) We have finished 4 pieces of PPT about prodrome, digestion and sense organ. And students have finished 31 pieces of PPT voluntarily. 3) In comparative analysis of test results, it's clear that the first year students who have watched Digital Storytellings got better results than the second year students, and the second year students' physiology course have no Digital Storytelling. Conclusion: Physiology theoretical knowledge teaching in "Digital Storytelling" way could inspire and stimulate students to study actively, and they can understand and remember the theoretical knowledge well .%目的：探索生理课程理论知识的教学“数字故事”化对学生兴趣和成绩的影响。方法：“数字故事”引入之后，观察教学活动中老师与学生的总体表现和各方的评价、意见，结合问卷调查和考试成绩，将信息与过去未引入数字故事时的考核成绩对比分析。结果：1）问卷结果显示学生对今后的教学中继续引入数字故事非常期待。2）已制作成序论、消化、感觉器官的数字故事PPT共计4个，教学期间学生自主制作的数字故事PPT共计31个。3）对比两个年级学生的生理学期末考试班级平均分，应用数字故事教学的年级各班平均分数有较明显提高。结论：“数字故事”化的教学课件可以有效激发学生主动学习的兴趣，更好地掌握理论知识，对理论知识的记忆也更持久。