目的：对比工作坊式教学模式和传统教学模式在康复治疗专业运动治疗课程技能操作教学中的差异，并探讨工作坊式教学模式和流程。 方法：采用国际流行的工作坊式教学模式，以“同一种疾病，多角度评定，多种治疗手段”为任务导向，应用于康复治疗专业运动疗法课程实践教学。徐州医学院2012级康复治疗专业学生共计94人，于2014年度学习运动治疗课程，采用传统教学模式，教师采用多媒体教学并演示技能操作，学生相互模拟学习；徐州医学院2013级康复治疗专业学生共计96人，于2015年度学习运动治疗课程，采用工作坊式教学模式，以具体病例为基础，多角度评定，多种治疗方案相联系，学习各种实践技能操作，对比各种技能操作的适应症，制定最优化的治疗方案。运动治疗学实践技能操作共计69学时，课程结束后对两个年级学生通过课程满意度调查表和技能操作考核成绩，对比教师和学生对两种教学模式的满意度和技能操作考核成绩

对比采用t检验。 结论：课程结束后，课程满意度调查表采用工作坊教学模式的2013级学生满意度评分（79.07±10.49）分，明显高于采用传统教学模式的2012级学生满意度评分（72.59±13.56）分，对比差异有统计学意义（P<0.05）；技能操作考核成绩采用工作坊教学模式的2013级学生（95.04±2.98）分，明显高于采用传统教学模式的2012级学生（92.33±1.97）分，对比差异有统计学意义（P<0.05）。 结果：工作坊教学模式对比传统教学模式可以显著提高康复治疗专业学生对运动治疗学技能操作课程的满意度，同时提高技能操作考核成绩;Objective: To compare the clinical teaching differences in rehabilitation practice course between workshop teaching method and traditional teaching method. To explore the teaching model and process of workshop teaching method. Methods: With the guiding method of treating the same disease by multi-angle assessment

a variety of treatments

we applied the international popular workshop teaching method to teach practice course of Movement Therapy in rehabilitation Majors. In 2014

we taught 94 Rehabilitation Majors who are from Xuzhou Medical College 2012 class with traditional teaching method

Teachers teach with multimedia t and demonstration skills to operate

and students learn from simulation others . In 2015

we taught 96 Rehabilitation Majors who are from Xuzhou Medical College 2013 class with workshop teaching method

based on specific cases

multi-angle assessment

a variety of treatment programs linked to learn a variety of practical skills to operate

comparing the indications of various skills

develop optimized treatment regimens.After 69 class hours of practice course for Movement Therapy

We compared the results in both student satisfaction and the test results of the 2 classes. Conclusion: After the end of the course

satisfaction survey of the class taught by workshop teaching method is (79.07 ± 10.49) points

the class taught by traditional teaching method is (72.59 ± 13.56) points

the differences between the two groups statistically significant (P <0.05); And practice course test results the class taught by workshop teaching method is (95.04 ± 2.98) points

the class taught by traditional teaching method is (92.33 ± 1.97) points

the differences between the two groups statistically significant (P <0.05). Results: workshop teaching method can significantly improve students’ satisfaction for practice course of Movement Therapy while improving test results practice course of movement therapy.