基于雨课堂的内科护理学混合式教学模式探索与实践

Exploration and Practice of Blended Teaching Based on Rain Classroom in Medical 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。方法选取护理本科专业大三95名学生作为研究对象,在内科护理学3个章节教学中,实施基于雨课堂的混合式教学模式。其他章节仍采用传统课堂教学模式。采用SPSS21.0对雨课堂后台数据及学生对两种教学模式的评价进行分析。结果教师共发送8次通知,6次测验。其中休息时段发送的通知阅读率高于上课时段发送的通知阅读率(P <0.05);测验的完成率和正确率随着测验次数的增多而提高。学生对基于雨课堂的混合式教学模式评分远高于传统模式(P<0.01),89.5%的学生更喜欢基于雨课堂的混合式教学。雨课堂模式更能促进知识的理解(87.4%),更有利于向教师提问(64.2%)、有利于提高自主学习能力(85.3%)和评判性思维能力(58.9%),同时也有利于随时复习(74.7%)。结论基于雨课堂的混合式教学能显著提高内科护理学的课程质量,教师应精心设计课前、中、后的教学活动,不断评价教学效果,促进持续的质量改进。

Objective To explore effectiveness of blended teaching based on rain classroom in medical nursing. Methods A total of 95 undergraduate students in nursing major were selected. Blended teaching based on the rain classroom was implemented in three chapters of medical nursing, while other chapters still adopted traditional classroom mode. SPSS21.0 was used to analyze the data from rain classroom platform and of the students' evaluation about the two models. Results The teacher sent 8 notifications and 6 tests. The notification reading rate sent during the rest period was higher than those sent during the class time (P<0.05);the completion rate and the accuracy of the test increased as students took more tests. Blended teaching based on rain classroom got higher score than the traditional model (P<0.01), and 89. 5% of the students preferred blended teaching based on rain classroom, because it promoted knowledge understanding (87.4 %), and it was more helpful to ask teachers (64. 2%), better improve self-learning ability (85. 3%) and critical thinking ability (58. 9%), and also facilitated review at any time (74. 7%). Conclusion The blended teaching based on rain classroom can significantly improve the quality of medical nursing course. Teachers should carefully design teaching activities before, during and after class, continuously evaluate teaching effect and improve the course quality.