混合教学在《预防医学》课程中的应用实践与体会

Practice and experience of blended teaching method in the course of preventive medicine

目的探索混合教学在《预防医学》课程中的实施效果以及实践中的体会,为培养研究应用型人才的教学改革方向提供思路。方法采用实验性研究方法,以中医学专业本科学生为研究对象,按年级分为实验组和对照组,分别采取不同的教学模式,实验组采用混合教学方法(线上、线下混合教学),对照组采用传统的线下教学,教学结束后通过对学生成绩(五级计分制)的比较分析教学效果。结果研究对象中医学专业本科生共128人,平均年龄为(22.971±0.913)岁,对照组68人、实验组60人,实验组最高分为97.75分,比对照组高3.25分,最低分为54.00分,比对照组低9.50分。实验组优秀率为15.00%、及格率为20.00%、不及格率为5.00%,分别比对照组高10.59%、8.24%、5.00%,两者差异有统计学意义(χ^(2)=14.522,P<0.05)。实验组呈现"高分高、低分低"的特征,区分学生学习效果明显。结论采用混合教学能够更好地区分学生学习效果,为客观评价以及实现差异化教学提供保障;有效拓展了学科知识的广度和深度,为培养研究应用型临床思维提供了支撑。

Objective To explore the effects of blended teaching on preventive medicine courses and experience in the practices,and to provide ideas for teaching reform in the future.Methods The experimental research method was used,the undergraduates majoring in Traditional Chinese Medicine were selected as subjects of research and divided into the experimental group and control group as grade.Different teaching methods were adopted,blended teaching method was adopted for subjects in the experimental group(online and offline blended teaching),while traditional offline teaching method was adopted for subjects in the control group,and teaching effects on students’achievements(five-grade scoring)were compared and analyzed upon the end of teaching activities.Results There were 128 undergraduates majoring in traditional Chinese medicine with a mean age of(22.971±0.913)years old,68 undergraduates in the control group and 60 undergraduates in the experimental group;the maximum score of undergraduates in the experimental group hit 97.75 points,being 3.25 points higher than that of undergraduates in the control group;and minimum score of undergraduates in the experimental group hit 54 points,being 9.50 points lower than that of patients in the control group.The rate of excellence,pass and failure of patients in the experimental group were 15.00%,20.00%and 5.00%respectively,being 10.59%,8.24%and 5.00%higher than such indexes in the control group,and inter-group differences were statistically significant(χ^(2)=14.522,P<0.05).The undergraduates in the experimental group showed the characteristics of“higher high score,lower low score”,and the learning effect of students was significantly distinguished.Conclusion Blended learning is capable of distinguishing learning effects of students in a better manner and providing guarantees for objective evaluation and differential teaching,effectively expanding the width and depth of subject knowledge and providing supports for developing research and application-oriented clinical thoughts.