Application of 3D Animation and Traditional Teaching in Neurotomy
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摘要:
目的 探讨3D动画与传统教学在神经解剖中的应用与研究。 方法 将2018年12月期间海南医学院240例临床医学专业一年级本科生纳为研究对象，随机分为研究组（115名）和对照组（125名），研究组采取3D动画多媒体教学，对照组采取传统教学，比较2组学生教学模式满意度调查以及考核成绩。 结果 研究组学生的神经解剖学基础理论成绩和看图成绩的分数、问卷调查表分数（学习主动性、学习兴趣、知识的理解和记忆、知识的掌握情况和空间思维能力方面）均高于对照组，差异具有统计学意义（P < 0.05）。 结论 3D动画技术在神经解剖教学中的效果良好，不仅能够提高同学们的基础理论知识，还能在学习过程中培养同学们的空间思维、理解和推理能力。 Abstract:Objective To explore the application and research of 3D animation and traditional teaching in neurotomy. Methods 240 first-year undergraduates of clinical medicine at our college were enrolled as the research objects, and the teaching period was from December 2018. The students were randomly divided into the study group （115 subjects） and the control group （125 subjects）. The study group were taught with the 3D animation multimedia teaching, while the control group were taught with the traditional teaching. The satisfaction of the two teaching modes was investigated, and the assessment results of the two groups of undergraduates were compared. Results The scores of students’ basic theory of neuroanatomy, the score of viewing pictures and the score of questionnaire（learning initiative, learning interest, knowledge understanding and memory, knowledge mastery and spatial thinking ability） of the study group were higher than those of the control group, the difference was statistically significant （P < 0.05）. Conclusion 3D animation technology has a good effect in the teaching of neuroanatomy, which can not only improve students’ basic theoretical knowledge, but also cultivate their spatial thinking, understanding and reasoning abilities in the learning process. -
Key words:
- 3D animation technology /
- Traditional teaching /
- Neuroanatomy /
- Satisfaction
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表 1 2组学生期末神经解剖学理论考试成绩[（
$ \bar x \pm s $ ），分]Table 1. Final neuroanatomical theory test scores of two groups of students [（
$ \bar x \pm s $ ），scores]组别 神经解剖学基础理论成绩 看图成绩 研究组 89.15 ± 3.02* 87.27 ± 2.88* 对照组 78.96 ± 2.36 76.37 ± 4.02 t 3.082 3.256 P 0.011 0.004 与对照组比较，*P < 0.05。 
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表 2 2组学生问卷调查表分数比较[（
$ \bar x \pm s $ ），分]Table 2. Comparison of scores in questionnaires of two groups of students [（
$ \bar x \pm s $ ），scores]组别 研究组 对照组 学习主动性 15.37 ± 1.12* 8.16 ± 2.80 学习兴趣 16.37 ± 1.38* 7.28 ± 1.14 知识的理解和记忆 17.01 ± 0.68* 9.31 ± 1.46 知识的掌握情况 14.78 ± 1.22* 7.30 ± 2.01 空间思维能力的提升 16.94 ± 2.26* 6.58 ± 1.61 总分数 87.23 ± 2.15* 74.38 ± 3.19 与对照组比较，*P < 0.05。
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