3. Results3.1. Course ObjectivesThe

3.结果<br>3.1。课程目标<br>学生对与定义目标，遵守既定目标和实现所追求目标有关的问题的回答如表1所示。从表1的分析中可以看出，有67.8％的学生对明确定义的回答教学目标更趋向于“同意”（p <0.01）。但是，为了达到既定目标，有65.5％的学生（p <0.05）更倾向于“强烈不同意”。同样，在达到所追求的目标时，68.9％的学生更经常提到“强烈不同意”（p <0.001）。<br>3.2。课程内容<br>表2中显示了与所获得的与课程内容相关的答案相关的分数。总计，有42.2％的学生强调了课程内容对先验知识和内容知识水平的适应性的差异不显着（p> 0.05）。同样，为了与内容上的其他课程保持一致和互补，回答的差异也不显着（p> 0.05）。另一方面，对81.1％的学生而言，教育显得完整而严格，有显着性差异（p <0.001），赞成“完全同意”。<br>3.3。教学策略和教材<br>表3列出了学生的回答。表3中记录的值表明，有44.4％的学生（p> 0.05）对于所学课程对于专业项目的重要性回答为“完全同意”。然而，对于老师要求的工作量，72.2％的学生（p <0.01）回答“还可以”。但是，为了使教学方法适应知识水平和培训水平，54.4％的学生赞成“完全同意”（p> 0.05）。同样，对于教师的可用性，58.9％的学生回应（p <0.05）趋向于“完全同意”。此外，对于43.3％的学生，与知识传播方式有关的观点倾向于“完全同意”（p> 0.05）。最后，对于材料的质量，学生的回应率“完全同意” 44.4％（p> 0。

3. Results<br>3.1. Course Objectives<br>The students’ answers to the questions related to defining objectives, respecting the stated objectives and achieving the objectives pursued are presented in Table 1.It appears from the analysis in Table 1 that the responses of 67.8% of students on the clear definition of the teaching objectives converged more towards“agree” (p < 0.01). However, in order to meet the stated objectives, 65.5% of the students (p < 0.05) were more inclined towards “strongly disagree”. Likewise,when reaching the objectives pursued, 68.9% of the students more often mentioned “strongly disagree” (p < 0.001).<br>3.2. Course Content<br>The scores relating to the responses obtained in relation to the content of the courses are shown in Table 2.In total, 42.2% of students underlined the adaptability of the content of the lessons to the prior knowledge and to the level of knowledge on the content of the, the difference being not significant (p > 0.05). Likewise, for consistency and complementarity with the other lessons on content, the difference in responses was not significant (p > 0.05). On the other hand, education appeared complete and rigorous for 81.1% of the students with a significant difference (p < 0.001) in favor of “totally agree”.<br>3.3. Teaching Strategies and Course Materials<br>Student responses are listed in Table 3.The values recorded in Table 3 indicate that 44.4% of the students (p > 0.05) answered “totally agree” regarding the importance of the lessons learned for the professional project. However, for the amount of work requested by teachers,72.2% of students (p < 0.01) answered “okay”. But for the adaptation of the pedagogical approach to the level of knowledge and training, 54.4% of the students were in favor of “completely agree” (p > 0.05). Similarly for the availability of teachers, 58.9% of student responses (p < 0.05) converged towards “totally agree”. In addition, for 43.3% of students, opinions relating to the mode of transmission of knowledge leaned towards “totally agree” (p> 0.05). Finally, for the quality of the materials, the student response rates agree “totally agree”44.4% (p > 0.05)

三。结果<br>3.1条。课程目标<br>学生对有关确定目标、尊重既定目标和实现所追求目标的问题的回答如表1所示。从表1的分析来看，67.8%的学生对明确的教学目标的回答更趋向于“同意”（p0.05）