翻转课堂结合TBL教学模式在生理学实验教学中的实践

Application of flipped instruction combined with team-based learning in teaching of physiological experiments

目的探讨翻转课堂教学方法结合以团队为基础的学习(TBL)在生理学实验教学中的效果。方法研究对象选取72名临床医学本科学生。随机分为两组:实验组(36人)利用网络课程教学平台,在开课前以在线形式明确实验原理,整体技术路线并形成问题。对照组(36人)采用课题讲授和演示教学。通过成绩分析和问卷调查进行教学效果评价。学生对教学效果的评价以百分比表示,定量数据行t检验。结果实验组综合测评平均成绩为(83.2±10.1)分;对照组综合测评平均成绩为(72.0±15.4)分,差异具有统计学意义(P<0.01)。调查显示,实验组85%以上学生认为,翻转课堂结合TBL教学模式有助于提升学习兴趣,有利于知识点的掌握及个人综合能力的提高。结论翻转课堂与TBL教学相结合的新型教学模式可有效提高生理学实验教学效果,使学生的自主学习能力得以提高。

AIM To discuss the effect of flipped instruction combined with team-based learning （TBL） in the teaching of physiological experiments. METHODS A total of 72 medical students were selected and equally divided into two classes： experimental group （n = 36） and control group （n = 36）. In the experimental group, students were taught using a combination mode--TBL combined with flipped instruction--whereas in the control group, students were taught using the traditional model. After the course was completed, effects of teaching were evaluated by questionnaire and comprehensive score evaluation. Students＇ evaluation of the teaching effectiveness was expressed as percentage. RESULTS Average scores of comprehensive ability evaluation in the experimental group and the control group were 83.2 ± 10. 1 vs. 72.0 ±15.4, with a significant difference between groups （ P 〈 0.01 ）. More than 85.0% of students in the experimental group validated that TBL combined with flipped instruction enhanced learning interest and helped to acquire knowledge and improvement of individual comprehensive ability. CONCLUSION Flipped instruction combined with TBL mode is feasible and effective in the teaching of physiological experiments. Students＇learning enthusiasm is generally improved.