CIPP评价模式结合BOPPPS教学模型在推拿技能实训教学中的运用探索

Exploration of CIPP Evaluation Model Combined with BOPPPS Teaching Model in Tuina Manipulation Curriculum

目的:本次研究运用CIPP评价模式结合BOPPPS教学模型探索对高年级中医学专业同学的推拿技能实训的学习成效,进一步优化教学设计和流程。方法:在"以学生为中心"的思想指导下,选择某中医药大学高年级2个班的中医学专业学生,传统教学班开展传统模式教学,按照既定的教学大纲进行授课;实验教学班开展BOPPPS教学模型教学。CIPP评价模式下的教学班级采用背景评价、输入评价,过程评价和成果评价等方式进行教学效果评价。对两个班的学生的过程评价和成果评价方面进行比较分析。结果:在过程评价方面,学生的学习的积极参与度和阶段性推拿手法考核方面,实验教学班级的评分均高于传统教学班级(P<0.05)。在成果评价方面,学生对推拿手法技能的最终考核和综合成绩方面,实验教学班级的评分均高于传统教学班级(P<0.05)。结论:相较于传统教学模式,BOPPPS教学模型能更好的开展教学,而CIPP评价模式的引入,则能更好反映出教学的实际效果,更好提高推拿学科的教学质量。

CIPP evaluation model is used to evaluate the learning effect of BOPPPS teaching model on the Tuina manipulation curriculum of students.Students were divided into two groups:one group implements traditional teaching mode,the other group implements BOPPPS teaching mode in a University of traditional Chinese medicine.Under the CIPP evaluation mode,the process evaluation and achievement evaluation of the students in the two classes are compared.The scores of the experimental class are higher than those of the traditional class in four aspects:the active participation of students in learning,the assessment of staged Tuina manipulation,the final assessment of Tuina manipulation and comprehensive scores.CIPP evaluation model combined with BOPPPS teaching model can better reflect the actual effect of teaching and improve the quality of Tuina manipulation.