互联网+背景下混合式教学在实践教学中的应用

Application of Blended Teaching in Practical Teaching Under the Background of Internet+

目的探讨互联网+背景下混合式教学在实践教学中应用。方法选取本院2017年在乳腺外科规培的学生28例作为对照组,2018年在乳腺外科规培的学生28例作为观察组。观察组采用互联网+背景下混合式教学,对照组给予传统教学。比较两组临床掌握的程度,设计调查问卷调查学生的满意度,采用思维量表对学生的思维能力进行评价。结果观察组客观选择题、主观论述题、实践操作及总成绩均高于对照组,差异具有统计学意义(P <0.05)。观察组对课程满意度、激发学生兴趣、加强知识掌握、加强知识运用、提高临床技能的满意度均高于对照组,差异具有统计学意义(P <0.05)。观察组学生的思维能力评分高于对照组,差异具有统计学意义(P <0.05)。结论互联网+背景下混合式教学提高了学生对乳腺外科的掌握程度和满意度,提高学生的思维能力。

Objective To explore the application of mixed teaching in the context of Internet +. Methods Twenty-eight students undergoing breast surgery in 2017 were selected as the control group, and 28 students undergoing breast surgery in 2018 were used as the observation group. The observation group adopted mixed teaching under the background of Internet +, and the control group was given traditional teaching. The degree of clinical mastery was compared between the two groups, and a questionnaire was designed to investigate the satisfaction of the students. The thinking scale was used to evaluate the students’ thinking ability. Results The objective multiple-choice questions, subjective discussion questions, practical operations, and total scores in the observation group are higher than those in the control group. The difference was statistically significant(P < 0.05). The observation group’s satisfaction with curriculum satisfaction,stimulating students’ interest, strengthening knowledge mastery, enhancing knowledge utilization, and improving clinical skills were higher than that of the control group, and the difference was statistically significant(P < 0.05). The thinking ability score of the observation group students was higher than that of the control group, and the difference was statistically significant(P < 0.05). Conclusion Mixed teaching under the background of Internet+ improves students ’mastery and satisfaction with breast surgery practice, and improves students’ thinking ability.