翻转课堂在机能学实验教学中的应用效果研究

Effect of flipped classroom in functional experiment teaching

目的研究翻转课堂在机能学实验中的教学效果。方法选取同济大学医学院临床医学专业4个班86名学生为研究对象。随机抽取2个班44人为实验组,采用翻转课堂教学。另外两个班42人为对照组,采用传统教学。通过客观评分及学生主观评价来比较两组的教学效果。采用SPSS 22.0进行t检验和卡方检验。结果实验报告成绩实验组为(45.00±2.63)分,对照组为(41.05±3.62)分(t=5.766,P<0.01);实验操作成绩实验组为(48.27±2.31)分,对照组为(44.79±3.04)分(t=5.962,P<0.01)。主观评价统计分析显示,在自学能力提高、创新能力培养、理论知识理解及沟通表达能力提高方面,实验组选择很有帮助和有帮助的人数与比例高于传统教学组(P<0.05)。结论在机能学实验中应用翻转课堂教学有利于提高学生的操作水平、自学能力、创新能力、沟通表达能力,加深其对理论知识的理解。

Objective To investigate the effect of flipped classroom in functional experiment teaching.Methods A total of 86 medical students from 4 classes of Tongji University School of Medicine were selected as subjects.44 students were randomly selected from 2 classes as experimental group using flipped classroom as teaching approach;42 students were randomly selected from the other 2 classes as control group using traditional teaching method.The teaching effect was assessed by objective evaluation and subjective evaluation.SPSS 22.0 was used for data analysis.The t-test was used for objective evaluation,and the chi-square test was used for subjective evaluation.Results There were significant differences in the scores of experimental reports[(45.00±2.63)vs.(41.05±3.62),t=5.766,P<0.01]and experimental operation[(48.27±2.31)vs.(44.79±3.04),t=5.962,P<0.01]between the experimental group and the control group.The statistical analysis of subjective evaluation showed that compared with the control group,the experimental group had a significantly higher number of students who selected"helpful"or"very helpful"in improving self-learning ability,innovation ability,understanding of theoretical knowledge,and communication ability(P<0.05).Conclusion The teaching method of flipped classroom applied in medical functional experiments can improve students'operation ability,self-learning ability,innovation ability,and communication ability and deepen their understanding of theoretical knowledge.