思维导图导学+翻转课堂的应用效果

Application Effect on Mind Mapping Guidance and Flipped Class

目的探讨思维导图导学+翻转课堂的应用效果,以期优化翻转课堂的导学方法,寻找切实有效的翻转课堂教学方案。方法 2015-2016年,便利抽样法选取郑州铁路职业技术学院护理学院助产班和国际教育班的学生54名为研究对象。采用抽签法将其分为观察组和对照组,每组27人。观察组学生采用思维导图导学+翻转课堂的教育方式,对照组学生采用传统导学+翻转课堂的教学方式,教学内容均为心肺复苏术理论与实践,借助微信群与问卷星完成随堂测试与反馈并比较结果。结果观察组学生随堂测试成绩为(78.48±7.37)分,对照组为(73.81±6.77)分,差异有统计学意义(P<0.05)。通过独立样本Mann-Whitney U检验,两组学生课后理论成绩的差异有统计学意义(P=0.03),操作成绩的差异无统计学意义(P=0.75)。教学反馈可知,观察组23名学生(85.19%)喜欢传统导学+翻转课堂教学方法,认为利用思维导图编写的导学案较纯文字型导学案实用性更强。结论思维导图导学+翻转课堂作为教学模式的一种尝试,具有一定的理论和现实意义。

Objective To discuss the application effect of mind mapping guidance and flipped class,in order to optimize the guidance of flipped class and to explore an effective teaching scheme on flipped class.Methods By convenience sampling,54 students were selected and divided into observation group and control group,with 27 students in each group.Mind mapping guidance of flipped class was applied to observation group while traditional guidance of that was adopted to control group.CPR and practice were taught during the class.Wechat group and Sojump,a questionnaire delivering and collecting tool,were utilized for test and feedback.Results Through classroom tests,the score of observation group and control group were(78.48±7.37)and(73.81±6.77),respectively(P<0.05).After Mann-Whitney U test,the difference of the after-class theory tests was statistically significance between two groups(P =0.03).No statistical significance was found in practice score(P=0.75).The teaching feedback reflected that 23(85.19%)students preferred this new kind guidance of flipped class,it is more practical than other method.Conclusion As a new trial,mind mapping guidance of flipped class has some theoretical and practical significance.