翻转课堂在口腔修复学实验课中的应用分析

Analysis on the Application of Flipped Classroom in the Experimental Course of Prosthodontics

目的:将翻转课堂的教学法引入口腔修复学实验课教学并评价其效果。方法:将西南医科大学口腔医学院2017级口腔临床医学本科学生随机分为对照组与实验组。对照组采用传统教学模式对学生进行口腔修复学实验课教学;实验组采用翻转课堂教学模式对学生进行口腔修复学实验课教学。课后采用问卷调查的方式分别对对照组与实验组学生的理论知识掌握情况及实践操作学习情况进行调查。结果:对照组中有20.51%的学生在课前对实验流程不熟悉,实验组中有10.26%的学生在课前对实验流程不熟悉;对照组中有5.13%的学生认为课堂整体表现不太积极,实验组无人认为课堂总体表现不积极;对照组中有20.51%的学生认为课后对知识点及实验流程掌握情况仍处于了解阶段,实验组中有10.26%的学生认为课后对知识点及实验流程掌握情况仍处于了解阶段。结论:实验组学生在课前对教学内容的了解程度、课堂中积极程度、学习效率、实践操作的自我满意程度以及课后对知识的掌握、运用,都优于对照组学生。

Objective:To introduce the teaching method of flipped classroom to the experimental teaching of prosthodontics and evaluate its effect.Methods:The Grade 2017 undergraduate dental clinical medicine students from the School of Stomatology of Southwest Medical University were randomly divided into a control group and an experimental group.The control group used the traditional teaching mode to carry out the experimental teaching of prosthodontics;the experimental group used the flipped classroom teaching mode to carry out the experimental teaching of prosthodontics.After class,a questionnaire survey was used to investigate the theoretical knowledge mastery and practical operation learning of the students in the control group and the experimental group.Results:20.51%of the students in the control group were unfamiliar with the experimental process before class,10.26%of the students in the experimental group were unfamiliar with the experimental process before class;5.13%of the students in the control group believed that the overall performance in class was not very positive,but the ex‐perimental group did not;20.51%of the students in the control group believed that their mastery of knowledge points and ex‐perimental procedures are still at the stage of understanding af‐ter class,and 10.26%of the students in the experimental group believed that their mastery of knowledge points and experimen‐tal procedures is still at the stage of understanding.Conclusion:The students in the experimental group have better under‐standing of the teaching content before class,activeness in the class,learning efficiency,self-satisfaction of practical opera‐tion,and the mastery and application of knowledge after class are better than those of the control group.