翻转课堂联合PBL在卫生化学实验教学中的应用研究

Study on the application value of flipped classroom combined with PBL in the teaching of sanitary chemistry experiment

目的探讨翻转课堂联合PBL在卫生化学实验教学中的应用价值。方法以南昌大学公共卫生学院2014级预防医学一班(观察组,n=57)、预防医学二班(对照组,n=55)为教学对象。对照组采用翻转课堂教学,而观察组采用翻转课堂联合PBL教学。自制量表评价两组学生的学习效果,采用SPSS 18.0对组间数据行t检验或χ^2检验。结果观察组学生各评价指标(学习态度、能力提升情况、学习合作情况、专业素质提升情况)平均得分均高于对照组,差异有统计学意义(P<0.05);且观察组期末测试平均成绩也高于对照组[(83.56±10.81)vs.(69.37±10.45),t=7.059,P=0.000]。结论在预防医学专业卫生化学实验教学中联合使用翻转课堂与PBL,不仅可提高学生考试成绩,同时也有利于提升学生学习态度、学习能力、专业素质等。

Objective To study on the application value of flipped classroom and PBL in the teaching process of sanitary chemistry experiment. Methods 112 students studied in School of Public Health in Nanchang University were considered as research subjects, including Preventive Medicine grade 2014 class 1 (observation group, n=57) and class 2 (control group, n=55). The students were taught with flipped classroom model in the control group, while flipped classroom combined with PBL was applied in the observation group. The learning effect of the two groups was evaluated by using the form of "Richter score scale" in the self-made form. The data was input using Epidata 3.0 and processed by SPSS 18.0, and it was analyzed by t test and 2 test. Results The evaluation index scores (learning attitude, ability improvement, learning cooperation, professional quality improvement) in the observation group were significantly higher than that of thecontrol group (P<0.05). Besides, the final test scores were also significantly higher in the observation group than those in control group [(83.56±10.81) vs.(69.37±10.45), t=7.059, P=0.000]. Conclusion Combining flipped classroom with PBL in the teaching process of sanitary chemistry experiment for the students majored in Preventive Medicine not only improves students' exam results, but also helps students improve their learning attitude, learning ability, professional quality and so on. Therefore, the teaching method is worthy of wider application.