Objective

2

To discuss the application effect of digital classroom based on identifying sectional structure in the experimental teaching of sectional anatomy.

Methods

2

A total of 180 students majoring in imaging diagnosis from six classes of Batch 2018 in Mudanjiang Medical University were randomly selected as the research objects and divided into the experimental group and the control group. Three classes (90 people) in the experimental group implemented the digital classroom teaching of learning platform + virtual digital person

while another three classes (90 people) in the control group adopted traditional teaching. After the course

the effect was evaluated according to the results of the questionnaire and the final exam results. SPSS 18.0 software was used for

t

-test and Chi-square test.

Results

2

The questionnaire showed that the students in the experimental groups were superior to those in the control group in self-study ability

independent thinking ability

analytical and problem-solving ability

learning efficiency

learning interest and sectional thinking cultivation

and the difference was statistically significant (

P

<

0.05). The test scores showed that the theoretical scores [(56.08±1.65) vs. (45.19±1.74)]

experimental scores [(37.13±3.24) vs. (30.16±2.04)]

and total scores [(93.21±3.18) vs. (75.35±1.79)] in the experimental group were higher than those in control group

and the differences were statistically significant (

P

<

0.05).

Conclusion

2

The digital classroom based on identifying sectional structure is a feasible teaching mode

which improves the students' ability to analyze and solve problems

increases their interest in sectional anatomy

and improves the teaching effect.