TPACK教学在生物化学教学中的应用研究

The application and research teaching mode of TPACK in the teaching of biochemistry

目的探讨“技术-教学法-内容知识”（technological pedagogical and contentknowledge，TPACK）教学在生物化学理论教学中的应用效果。方法选取2013级临床医学本科专业8个班共400人为研究对象，其中对照组1～4班198人采用传统教学，实验组5-8班202人采用TPACK教学。2014级临床医学本科专业8个班共385人为研究对象，其中对照组1～4班189人采用传统教学；实验组5～8班196人采用TPACK教学。实验组教学中将微课程、网络平台作为翻转课堂的教学资源；主要分为课外自学、课内消化，通过网络平台将微课呈现给学习者，学习者可根据具体情况自定步调学习；课上增加了同学协作、学生讲授PPT、学生提问并展开讨论、师生互动等活动。对两届同专业学生的考试成绩和调查问卷进行分析。数据采用SPSS15．0处理，组间数据比较行t检验。结果2013级实验组个人测试成绩得分[（17．94±2．02）VS．（12．28±4．17）]和2014级实验组个人测试成绩得分[（18．21±1．78）VS．（12．45±5．13）1均明显高于对照组，差异有统计学意义。2013级实验组期末考试成绩得分f（78．28±11．18）VS．（68．65±12．51）]和2014级实验组期末考试成绩得分[（81．73±9．12）VS．（74．41±11．87）分]均明显高于对照组，差异有统计学意义。问卷调查显示：认为TPACK教学引发了学习兴趣的有373人（93．7％），认为培养了自主学习能力的有357人（89．7％），认为有利于提高解决问题能力的有339人（85．2％）。结论TPACK教学可破解传统教学困境，激发学生学习兴趣，提高生物化学教学质量，有利于教师专业发展。

Objective To discuss the effect of the teaching mode of technological pedagogical and content knowledge in biochemistry theory teaching. Methods 400 students in 8 classes of clinical medicine undergraduate in Grade 2013 were selected and randomly divided into 2 groups. The traditional teaching mode was applied in the control group of 198 students in 1-4 classes, while the technological pedagogical and content knowledge teaching mode was applied in the experimental group of 202 students in 5-8 classes. 385 students in 8 classes of clinical medical undergraduates in Grade 2014 were selected and randomly divided into 2 groups. The control group of 189 students in 1-4 classes adopted the traditional teaching mode, while the experimental group of 196 students in 5-8 classes adopted the technological pedagogical and content knowledge teaching mode, which used the micro-lesson and network platform as learning resource superior to the flipped classroom. Flipped classroom was divided into two major learning links： extracurricular self-study and class digestion. Through the network platform the micro-lesson was presented to the learners. Learners could make self-study according to their own specific circumstances and in the classroom many activities were increased such as the mutual cooperation between the students, the students＇ PPT teaching, the students＇ questions and the discussion, and the interaction between teachers and students, etc. The results of the examinations of the two terms students of the same profession and the questionnaire were analyzed. The related data were processed by SPSS 15.0, and the data between groups were compared by t test. Results The test scores analysis showed that the individual test scores in experimental group of Grade 2013 were [（17.94 ± 2.02） vs. （12.28 ± 4.17）], and the individual test scores in experimental group of Grade 2014 were [（18.21 ± 1.78） vs. （12.45 ± 5.13）1, which were obviously higher than the control group, and there was statistical significance. The final exam scores in experimental group of Grade 2013 were [（78.28± 11.18） vs. （68.65 ± 12.51）], and the final exam scores in experimental group of Grade 2014 were [（81.73 ± 9.12） vs. （74.41 ± 11.87）], which were obviously higher than the control group, and there was statistical significance. The results of survey showed that the students thought the teaching mode aroused their study interests while 393 （93.7%）, thought the teaching mode developed their self-study ability while 357 （89.7%）, thought the teaching mode beneficial to cultivating their ability of solving the problems. Conclusion The teaching mode of technological pedagogical and cdntent knowledge is of certain signifi- cance to break the plight of the traditional teaching, inspire the students interest in learning, improve the teaching quality of biochemistry, and make for the teachers＇ professional development.