基于“雨课堂”的混合式教学在《内科护理学》教学中的应用

Application of mixed teaching based on “Rain Classroom”in clinical teaching of internal medicine nursing

目的探讨基于"雨课堂"的混合式教学在《内科护理学》中的应用效果。方法采用整群抽样方法选取学院护理专业同一年级的2个班级(A班、B班)学生作为研究对象,其中A班34名学生,B班51名学生。第1阶段在A班利用"雨课堂"进行混合式教学,B班采用传统教学;经过2周的洗脱期,第2阶段在B班采用"雨课堂"进行混合式教学,A班采用传统教学。2次授课结束后均进行阶段测试与教学评价。结果第1次阶段测试结果显示,A班理论成绩高于B班(P <0. 01); 2组交叉后,第2次阶段测试结果显示,B班理论成绩高于A班(P <0. 01)。90. 00%以上学生认为"雨课堂"授课能够提高学习兴趣、学习积极性、临床思维能力、自主学习能力,促进知识理解。96. 47%的学生支持"雨课堂"教学,95. 00%以上的学生认为"雨课堂"有效地促进了师生互动,充分活跃课堂氛围,并在课后提供了知识拓展。85. 00%以上的学生对教师评价非常满意。结论 "雨课堂"授课能够提高教学效率和质量,提高学生课堂学习积极性,提高学习成绩。

Objective To investigate the effect of mixed teaching based on ＂Rain Classroom＂ in clinical teaching of internal medicine nursing. Methods Nursing students from two classes （Class A, n = 34; Class B, n = 51 ） of a nursing college were selected as the research objects. Firstly, mixed teaching based on ＂Rain classroom＂ was used in class A, and the teaching method based on traditional lectures was used in class B. After a 2-week washout period, students in the Class B were taught with the mixed teaching based ＂Rain Classroom＂, and those in the Class A were taught with traditional teaching methods. The staged-test and teaching evaluation were con- ducted after the end of the two lectures. Results The score of theory test was higher in the Class A than that in the Class B at the end of first lecture （ P 〈 0.01 ）. The score of theory test was higher in the Class B than that in the Class A at the end of second lecture （P 〈 0.01 ）. Of 85 students, more than 90.00% students considered the ＂Rain Classroom＂ could improve the interest in learning, learning initiative, clinical thinking ability and the self-learning ability, 96.47% students supported for the ＂Rain Classroom＂, more than 95.00% students believed the ＂Rain Classroom＂ promoted the interaction between teachers and students, enliven the classroom atmos- phere and provide ways of extending knowledge. , more than 85.00 % of students were very satis-fled with the teachers. Conclusion The mixed teaching prove teaching efficiency, improve students＂ enthusiasm in academic achievement. based on ＂ Rain Classroom＂ can ira- classroom learning and improve their