基于视频资源+雨课堂的翻转课堂在物理实验课的应用

Application of flipped classroom based on video resources+rain classroom in experimental skills class

目的:探讨基于视频资源+雨课堂的翻转课堂在物诊实验课的实践应用。方法:收集2021年5月-2022年2月某医科大学第二临床医学院2019级临床医学专业学生63人,随机分为2组,实验组采用自制视频+雨课堂+翻转课堂教学方式;对照组采用课堂示范模仿的传统教学方式。结果:两组学生性别构成、平均年龄、理论课成绩、预习完成率无差异;实验组操作成绩、提问率均高于对照组(P<0.05),表明新的教学方法可以提高学生主动思考和操作能力;实验组学生学习参与度测评总分高于对照组(P<0.01),并在“师生互动”“生生互动”“注意力集中度”“课堂兴趣度”及“课堂满意度”五个维度评分高于对照组(P<0.05),表明新的教学方法可以提高学生课堂参与度使其主动学习;实验组教学满意度测评总分高于对照组(P<0.01),对于“教学方式”及“教学效果”评价满意度高于对照组(P<0.05),表明新的教学方式更加受到学生欢迎且实施成功。结论:基于视频资源+雨课堂的翻转课堂有助于提高物理诊断实验课中学生技能操作成绩、学习参与度及教学满意度,可以提升教学质量。

Objective:To explore the practical application of flipped classroom based on video resources+rain classroom in physical diagnosis experimental skills class.Methods:A total of 63 clinical medical students from the second Clinical Medical School of Anhui Medical University from May 2021 to February 2022 were randomly divided into 2 groups.In the experimental group,the teacher used video resources+rain classroom+flipped classroom.In the control group,the traditional teaching method of demonstration and imitation was adopted in class.Result:There was no difference between the two groups in gender composition,average age,physical diagnostics theory scores and pre-class completion rate.Experimental students,skill test scores and question rate were higher than the control group(P<0.05);The total scores of students,learning participation self-test scale were higher than the control group(P<0.01).Experimental group scored higher in five dimensions of"teacher-student interaction","student-student interaction","attention concentration","class interest"and"class satisfaction"(P<0.05);The total scores of teaching satisfaction quantitative test in experimental group were higher than in the control group(P<0.01).Students in the experimental group were more satisfied with the evaluation of"teaching method"and"teaching effect"(P<0.05).Conclusion:Flipped classroom based on video resources+rain classroom is helpful to improve students’performance in physical diagnosis experimental skills,learning participation and teaching satisfaction.