目的:探讨信息素养能力对PBL教学的影响。方法:随机选取2007级临床医学专业学生分为PBL组(180人)和PBL-ILC组(153人),分别采用单纯PBL教学、PBL教学加信息素养培训;分析、比较两组教学效果。结果:PBL-ILC组查阅资料等级、评价和使用文献信息的能力、分析和解决问题的能力以及考试成绩均明显高于PBL组(P<0.05)。结论:信息素养教育与PBL教学有机结合,能有效提高PBL教学效果。

本文疏理了学科馆员的内在逻辑结构,明确了学科馆员的发展方向是"学科文献专家",提出了全球视野下学科馆员专业信息素养能力的养成策略与途径,即切实提高学科馆员的专业知识,着力训练学科馆员的专业信息提炼能力,逐步提升学科馆员的专业英语和计算机应用能力,努力培养学科馆员的信息资源宣传推广和个性化服务能力,不断加强学科馆员的教学、科研能力.

人体解剖学是医学第一课,在人体解剖学教学中培养学生的"自主学习"能力至关重要.本文根据前人对自主学习的研究成果以及自己、同行在人体解剖学教学中的体会,就如何培养医学生人体解剖学自主学习能力,提出了几点粗浅的看法,以期对人体解剖学教学有所启示.

To discuss the potential value of goal teaching in anatomy teaching,we had carried on taking the goal teaching as the are educationd reform in anatong teaching,and obtained the good effed.3 15 clinic medical undergraduate students were enrolled in this investigation.The students were divided into the experimentation group(129 persons)and the control group(186 persons).The former group was;trained goal teaching and the latter one with traditional approached in anatomy teaching.The professional achievement and the learning attitude were compared between the two groups.The results showed that the mean examination score of the experimentation group were higher than that of the control one(P＜0.05).The per centum of the students who went to anatomy laboratory during openings and made discussion after class and who retrieved information in library in the experimentation group were higher than that of the control one (P＜0.05).Therefore,the goal teaching could significantly optimize the learning attitude of students,and enhanced the ability of students,which significantly improved the students'anatomy examination score.

目的探讨学生对必修课和选修课的学习态度.方法将局部解剖学必修课与选修课各二个年级的学生考试成绩进行对比分析.结果必修课学生考试成绩基本呈正态分布,选修课成绩呈正偏态分布,大多数考生集中在低分段,85分以上缺失.必修课学生成绩的平均分和成绩分布明显优于选修课.结论学生重视必修课而忽视选修课.作者提出了相应的改进措施.