基于自主学习平台的食品毒理学课程“混合式教+学”模式教学改革与实践

Teaching reform and practice of“blended teaching+learning”mode in Food Toxicology course based on autonomous learning platform

目的:探讨"混合式教+学"模式在食品毒理学教学实践中的应用效果。方法:选取某医学院2016级、2017级食品质量与安全专业本科生进行教学实践和效果评价,选择50%教学内容进行"混合式教+学"教学改革,另外50%教学内容采取传统教学授课。以平时成绩、期末成绩及调查问卷对"混合式教+学"教学效果进行评价。结果:传统教学部分学生的平时成绩为(75.08±6.81)分,期末成绩为(82.23±8.54)分,而"混合式教+学"部分学生的平时成绩为(88.98±2.97)分,期末成绩为(73.7±8.42)分,差异均有统计学意义(P<0.05)。参与"混合式教+学"课程反馈的学生中,有83.33%的同学能够全程跟随老师听课,且集中精力听课时间在31~45 min内的学生比例达到92.71%。结论:"混合式教+学"模式明显提高学生的平时成绩,对培养学生自主学习能力及学习参与度有明显效果,但对提升学生的期末成绩尚需进一步探讨和改进。

Objective:To explore the application effect of“blended teaching+learning”mode in Food Toxicology.Methods:Students from grade 2016 and 2017 who major in food quality and safety were selected to carry out the teaching practice and evaluation.And 50%of the course contents were selected to carry out the reform of“blended teaching+learning”,the other 50%of the contents used traditional teaching.The teaching effect was evaluated by the regular score,final exam score and questionnaires.Results:The regular score of the students who received the traditional teaching was 75.08±6.81,and the final exam score was 82.23±8.54,while the regular score of the students who received“blended teaching+learning”were 88.98±2.97,and the final score was 73.7±8.42,there was a significant difference between the two groups(P<0.05).According to the questionnaire survey,83.33%of the students were able to follow the teacher throughout the course,and 92.71%of the students could concentrate on the course for 31-45 min.Conclusion:“Blended teaching+learning”mode can significantly improve students′regular scores,and has obvious effect on cultivating students′autonomous learning ability and learning participation,but it needs further discussion and improvement to improve students′final exam scores.