Constructing life context-based teaching: a case study of the mobile "dietary survey" practice course

Fan Rui; Wang Junbo; Zhu Wenli; Xu Meihong

doi:10.3760/cma.j.cn116021-20231225-02040

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Constructing life context-based teaching: a case study of the mobile "dietary survey" practice course

Teaching Reform | 更新时间：2025-08-08

- Constructing life context-based teaching: a case study of the mobile "dietary survey" practice course
- Chinese Journal of Medical Education Research Vol. 24, Issue 7, Pages: 946-951(2025)
- 作者机构：
  
  1.北京大学公共卫生学院营养与食品卫生学系，北京 100191
  2.食品安全毒理学研究与评价北京市重点实验室，北京 100191
- 作者简介：
  
  Xu Meihong, Email: xumeihong@bjmu.edu.cn
- 基金信息：
  
  Education and Teaching Research Project of Peking University Health Science Center in 2023(2023YB12)
- DOI：10.3760/cma.j.cn116021-20231225-02040
  CLC： R05
- Received：25 December 2023，
  
  Published：20 July 2025
- 稿件说明：
移动端阅览
樊蕊, 王军波, 朱文丽, 等. 构建生活化情境教学：以行走的“膳食调查”实验教学为例[J]. 中华医学教育探索杂志, 2025, 24(7): 946-951.

Fan Rui, Wang Junbo, Zhu Wenli, et al. Constructing life context-based teaching: a case study of the mobile "dietary survey" practice course[J]. Chinese journal of medical education research, 2025, 24(7): 946-951.
樊蕊, 王军波, 朱文丽, 等. 构建生活化情境教学：以行走的“膳食调查”实验教学为例[J]. 中华医学教育探索杂志, 2025, 24(7): 946-951. DOI： 10.3760/cma.j.cn116021-20231225-02040.

Fan Rui, Wang Junbo, Zhu Wenli, et al. Constructing life context-based teaching: a case study of the mobile "dietary survey" practice course[J]. Chinese journal of medical education research, 2025, 24(7): 946-951. DOI： 10.3760/cma.j.cn116021-20231225-02040.

摘要

目的

通过变换教学场景来构建生活情境，探讨其在“膳食调查”实验课中的应用效果。

方法

面向医学院校预防医学专业大四学生展开调查。采用对照试验方法，试验组（

=76）基于学生在食堂自主选择和称量食物的基础上，结合课堂中学生两两之间通过24 h回顾法进行膳食调查；对照组（

=84）采用传统教学方法，仅在课堂上进行两两之间的24 h回顾法膳食调查。通过成绩评估、调查问卷及定性访谈，比较两组的学习效果和专业能力。采用SPSS 22.0软件进行卡方检验和

检验。

结果

试验组学生的实验报告和思考题的中位数成绩分别为95分和80分，相比于对照组学生实验报告和思考题的中位数成绩（90分和70分），成绩提升具有统计学意义（

0.001）；试验组和对照组学生试卷中膳食调查的得分率[85.53%（65/76） vs. 65.48%（55/84）

]

差异存在统计学意义（

=0.003）；试验组知识、实验技能和专业能力均显著高于对照组（

0.01），课程满意度达到90%以上。

结论

生活情境化教学法应用在膳食调查实验课中，能够强化教学效果，提升专业能力。

Abstract

Objective

To construct life context by modifying instructional settings and explore its application effectiveness in teaching the "dietary survey" practice course.

Methods

The investigation was carried out on the senior students majoring in preventive medicine at medical colleges. The study was conducted using a pilot-control methodology. The experimental group (

=76) engaged in a hands-on activity where students independently selected and weighed food in the campus cafeteria

followed by a paired 24-hour dietary recall survey conducted in class. The control group (

=84) received traditional teaching method involving the 24-hour dietary recall survey only within the classroom setting. The scores

questionnaires

and qualitative interviews were used to compare the learning outcomes and professional competence of the two groups. SPSS 22.0 was used for chi-square test and

test.

Results

Compared with the median scores of the experimental reports and thinking questions of the students in the control group (90 and 70)

that median scores of the students in the experimental group were significantly improved (95 and 80) (

0.001). The score ratios of the dietary survey in the test paper in the two groups were 85.53% (65/76) (experimental group) and 65.48% (55/84) (control group)

showing a statistically significant difference (

=0.003). Moreover

the results showed that the scores of knowledge

experimental skills

and professional competence in the experimental group were significantly higher than those in the control group (

0.01). Over 90% of the students expressed satisfaction with the teaching.

Conclusions

The life context-based teaching method applied in dietary survey practice course can improve the teaching effectiveness and professional competence.

关键词

Keywords

references

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