“翻转课堂”教学模式在《护理综合技术》课程的应用

Application of “Flipped Classroom” Teaching Mode in the Course of《Nursing Integrated Technology》

目的:探讨"翻转课堂"教学模式是否适用于高职大专护理专业《护理综合技术》课程的教学。方法:从本院校护理专业三年制大专班中随机抽取4个班,分为试验组86例和对照组99例。试验组采用"翻转课堂"教学模式、多种教学方法及多样化的考核评价方法,对照组采用传统教学模式、方法及评价方式。比较两组考核成绩及课程满意度(任课教师、教学方式、教学内容、课程考核、课程价值、课程管理、教学效果)。结果:两组考核总成绩、成绩分数段比较,差异均有统计学意义(P<0.01)。两组任课教师满意度比较,差异均无统计学意义(P>0.05)。两组教学方式、课程价值、课程管理、教学效果的满意度比较,差异均有统计学意义(P<0.01)。两组教学内容满意度比较,除"结构合理、紧扣主题、重点分明"比较,差异无统计学意义(P>0.05),其他内容比较,差异均有统计学意义(P<0.01)。两组课程考核满意度比较中除了考试内容、考试考场纪律比较,差异无统计学意义(P>0.05),其他各项比较,差异均有统计学意义(P<0.01)。结论:在《护理综合技术》课程的教学上,"翻转课堂"教学模式明显优于传统教学模式,建议在以后的教学中推广。

Objective： To discuss ＇whether the ＂flipped classroom＂ teaching mode can be applied to the teaching of 《 Nursing Integrated Technology 》 in higher vocational college nursing major.Method： From the college of nursing specialty in three year college classes, 4 classes were randomly selected and divided into 86 cases of experimental group and 99 cases of control group.The experimental group used the ＂flipped classroom＂ teaching mode, a variety of teaching methods and evaluation methods of diversification, and the control group used the traditional teaching mode, method and evaluation.The test results and course satisfaction （teachers, teaching methods, teaching content, curriculum evaluation and curriculum values, curriculum management, teaching effect） of two groups were compared.Result： The total scores and score points of the two groups were compared, the differences were statistically significant （P〈0.01） .The teachers satisfaction of two groups were compared, the differences were not statistically significant （ P〉O.05 ） .The teaching methods, curriculum values, curriculum management, teaching effect satisfaction of two groups were compared, the differences were statistically significant （P〈0.01） .The teaching content satisfaction of two groups was compared, in addition of the reasonable structure, clear focus, focusing on the theme of was not significant difference （P〉0.05）, other compared, the differences were statistically significant （P〈0.01） .The curriculum appraisal satisfaction of two groups were compared, in addition to the content of the examination, examination discipline, the differences were not statistically significant （P〉0.05）, the other compared, the differences were statistically significant （P〈0.O1） .Conclusion： The teaching mode of ＂flipped classroom＂ is significantly better than the traditional teaching model in the teaching of 《 Nursing Integrated Technology 》, and should be generalized in the future teaching.