基于移动学习的翻转课堂联合CBL教学研究

The Teaching Practice Based on Mobile Learning of Flipped Classroom Combined With CBL

目的探索移动学习的翻转课堂联合CBL教学在儿科护理学教学中的应用。方法选取大同大学医学院护理系学生共96名学生作为研究对象。将学生随机按班分为两组。实验组:移动学习的翻转课堂联合CBL教学法;对照组:传统授课教学法。课程结束后,通过问卷调查和结业考试的方式评价教学效果。结果 (1)问卷调查结果显示,移动学习的翻转课堂联合CBL教学法能够活跃课堂气氛的认可度达95.7%,高于传统教学组,差异具有统计学意义(P <0.05)。增强师生及同学之间的沟通能力方面也优于传统教学组,差异具有统计学意义(P <0.05)。(2)结业考试成绩显示,单选题移动学习的翻转课堂联合CBL教学法组明显高于传统教学组,差异具有统计学意义(P<0.05)。案例分析题传统教学组明显高于移动学习的翻转课堂联合CBL教学法组(P <0.01)。结论移动学习的翻转课堂联合CBL教学方式有利于提高学生的临床思维能力,但在综合应用能力方面明显落后于传统教学组,这说明移动学习的翻转课堂联合CBL教学法还需要进一步改进和完善。

Objective To evaluate the application effect of based on mobile learning flipped classroom combined with CBL in pediatric nursing teaching. Methods 96 nursing students from Datong University Medical College were selected as the subjects. The students were randomly divided into two groups according to the class. The experimental group: mobile learning in the flip classroom combined with CBL teaching method. The control group: traditional teaching method. At the end of the course, the teaching effect is evaluated by questionnaire and final examination. Results(1) Questionnaire survey results show that the recognition of mobile learning flip classroom combined with CBL teaching method can activate classroom atmosphere reaches 95.7%, which is higher than that of traditional teaching group, and the difference is statistically significant(P<0.05). The communication ability between teachers, students and classmates was also better than that of the traditional teaching group, the difference was statistically significant(P<0.05).(2) The results of the final examination showed that the turnover class combined with CBL teaching method was significantly higher than the traditional teaching group, with statistical significance(P<0.05). The traditional teaching group of case analysis questions was significantly higher than the reverse classroom combined with CBL teaching group of mobile learning(P<0.01). Conclusion The combination of mobile learning and CBL teaching is beneficial to improve students’ clinical thinking ability, but it lags behind the traditional teaching group in comprehensive application ability. This shows that the combination of mobile learning and CBL teaching needs further improvement and improvement.