基于思维导图的翻转课堂在高职妇产科护理教学中的应用

The application of a flipped classroom based on mind map in teaching of Obstetrics and Gynecology Nursing in higher vocational colleges

目的 探讨基于思维导图的翻转课堂在高职妇产科护理教学中的应用效果。方法 便利选取陕西省某高职院校2017级五年制护理专业2个教学班学生作为研究对象,以抽签法将其按班级分为试验组和对照组(各75名)。试验组学生采用基于思维导图的翻转课堂教学,对照组采用传统教学法教学。教学结束后,提取试验组在线学习数据,同时调查其对该教学方法的满意度,并比较两组期末理论成绩。结果 试验组学生在线学习总时长为(11.91~21.13) h;26个主题讨论区中每个主题发表帖子数(78.04±10.50)个,学生之间参与讨论(68.50±4.26)人次;课前快速测试成绩为(7.84±0.82)分;试验组学生对新教学方法表示满意。试验组期末理论测试成绩和干预章节得分高于对照组,两组比较差异具有统计学意义(P<0.05)。结论 在高职妇产科护理教学中开展基于思维导图的翻转课堂教学有助于提高学生的理论学习成绩,增强教学效果。

Objective To explore the effects of a flipped classroom based on mind map in teaching of Obstetrics and Gynecology Nursing in higher vocational colleges. Methods Two classes of a five-year nursing program in a higher vocational college in Shanxi Province in 2017 were conveniently selected,and they were divided into a interventional group and a control group by the lottery method,with 75 students in each group. The students in the experimental group were taught in a flipped classroom based on mind map,while the control group was taught by the traditional teaching method. At the end of the course,the online learning data of the experimental group were extracted,and their satisfaction with the teaching method was investigated. The final theory examination scores of the two groups were compared. Results The total online learning time of the students in the experimental group was(11.91~21.13) hours. There were 26 discussion topics in the discussion board of the online teaching platform,with(78.04±10.50) posts per topic and(68.50±4.26) participations. The score of pre-course quick test was(7.84±0.82). The students in the experimental group were satisfied with the new teaching method. The scores of the final theory examination and intervention chapter in the experimental group were higher than that in the control group(P <0.05). Conclusion The implementation of the flipped classroom based on mind map in the Obstetrics and Gynecology Nursing helps improve students’ theoretical learning performance,and enhance the teaching effects.