基于混合式同步教学形势下情境认知改变对学习效应的影响

Influence of situation cognitive change based on hybrid synchronous teaching on the learning effect

目的分析基于混合式同步教学形势下情境认知改变对学习效应的影响。方法选取2020年2~7月齐齐哈尔医学院临床医学专业本科大四第一学期学生175名作为观察组,选取2019年2~7月齐齐哈尔医学院临床医学医学专业本科大四第一学期学生178作名为对照组。观察组给予混合式同步教学,对照组给予传统教学。比较两组学生各主干学科成绩、学习情况,并于期末考试后,采用自编问卷调查学生对教学情况的满意度。结果两组学生的主干学科期末成绩及平均成绩比较,差异无统计学意义(P>0.05)。观察组学生的学习主动性、时间管理能力高于对照组,课堂学习效率、人际交往能力低于对照组,差异统计学有意义(P<0.05);两组学生的学习兴趣、技术操作能力、自主学习能力、语言表达能力、沟通交流能力、评判性思维能力、发现和解决问题能力比较,差异无统计学意义(P>0.05)。两组学生对教学支持、教学胜任力、教学效能、教学过程、教学环境的满意度及总体满意度比较,差异无统计学意义(P>0.05)。结论基于混合式同步教学形势下情境认知改变对于学生的成绩和教学情况满意度并无明显影响,但能提高学生的学习主动性、时间管理能力。

Objective To analyze the influence of situation cognitive change based on hybrid synchronous teaching on the learning effect.Methods A total of 175 undergraduate students majoring in clinical medicine in Qiqihar Medical University at the first semester of their senior year from February to July 2020 were selected as the observation group,and 178 undergraduate students majoring in clinical medicine in Qiqihar Medical University at the first semester of their senior year from February to July 2019 were selected as the control group.The observation group was given hybrid synchronous teaching,while the control group was given traditional teaching.The students′final scores in the main subjects and learning were compared between the two groups,and after the final exam,a self-made questionnaire was used to investigate the students′satisfaction with the teaching situation.Results There were no statistically significant differences in the final scores and average score of the main subjects between the two groups(P>0.05).The learning initiative and time management ability of the observation group were higher than those of the control group,and the classroom learning efficiency and interpersonal communication ability were lower than those of the control group,the differences were statistically significant(P<0.05).There were no statistically significant differences in learning interest,technical operation ability,autonomous learning ability,language expression ability,communication ability,critical thinking ability,discovery and problem-solving ability between the two groups(P>0.05).There were no statistically significant differences in students on satisfaction with teaching support,teaching competency,teaching efficiency,teaching process,teaching environment and overall satisfaction between the two groups(P>0.05).Conclusion Based on the situation of hybrid synchronous teaching,situation cognitive change has no obvious effect on students′performance and satisfaction with teaching situation,but it can improve students′learning initiative and time management ability.