基于POGIL的翻转课堂教学模式构建及对本科护生学习活动参与和思维能力的影响研究

The construction of flipped classroom teaching model based on process-oriented guiding inquiry learning and its influence on the participation in learning activities and thinking abilities of undergraduate nursing students

目的优化翻转课堂教学活动组织,提高学生学习活动参与性、培养学生思维能力。方法本研究选择2015级护理学本科4个平行班级的学生为研究对象。《社区护理学》的开展时间为2018年春季学期,共36学时,每周2次,每次2个学时,共持续9周。采用方便抽样的方法将学生分为实验组(翻转课堂教学组)和对照组(传统教学组)各两个班。共纳入研究对象198名,其中实验组98名,对照组90名。基于以过程为导向的引导探究式学习(POGIL)方法组织翻转课堂教学活动。实验组采用讲座式加翻转课堂教学模式,对照组采用常规讲座式教学,实验组所使用的教学视频、文献等材料均与对照组共享。对比实验组和对照组在对学习活动的参与性及思维能力发展等方面的差异。结果实验组在学习活动的参与性、评判性思维及自我认知和评价等方面均优于对照组(P<0.05)。结论在基于POGIL的翻转课堂教学中,学生成为学习的中心,提高了学生的学习活动参与性,并培养了学生的思维能力。

Objective To optimize the organization of flipped classroom teaching and learning activities,improve students'participation,and cultivate students'thinking abilities.Methods The undergraduate nursing students from four classes of grade 2015 were selected as study subjects.<Community Nursing>was carried out in the spring semester of 2018,with a total of 36 school hours,twice a week for 2 school hours,for a total of 9 weeks.According to convenient sampling method the students were divided into the experimental group(flipped classroom teaching)and control group(traditional teaching).A total of 198 students were enrolled in the study,98 students in experimental group and 90 students in the control group.Theflipped classroom activities were organizedbased on the process-oriented guided inquiry learning(POGIL)method.In the experimental group,combinative teaching methods including lecture and flipped classroom were employed.For the control group(routine teaching)the teachers carried out the teaching activities in lecture.The materials including videos used in the experimental group were shared with the control group.The differences between the experimental group and the control group in the participation of learning activities and the development of thinking ability were compared.Results The experimental group was superior to the control group in the aspects of participation in learning activities,critical thinking,self-recognition and evaluation(P<0.05).Conclusions In the flipped classroom based on POGIL teaching mode,students became the center of learning,and the goals of improving students'participation in learning activities and cultivating students'thinking ability were achieved.