基于Bloom目标分类理论的翻转课堂模式在口腔本科正畸教学中的应用

Research on the application of flipped classroom mode based on Bloom′s taxonomy of educational objectives in orthodontic teaching

目的研究基于教学大纲的讲座授课模式与基于Bloom目标分类理论的翻转课堂模式在口腔本科正畸教学中的效果差异,探讨基于Bloom目标分类理论的翻转课堂教学流程。方法建立规范化的基于Bloom目标分类理论的翻转课堂教学流程。将两种教学模式分别应用于上海交通大学口腔医学院2018级和2019级口腔医学专业五年制本科口腔正畸学理论教学,设计教学效果调查问卷评估学生对理论知识的学习程度、对学习目标的理解程度、对教学方式的满意程度和学习兴趣等,用SPSS 26.0软件统计分析,t检验比较两组差异。结果2018级和2019级有效填写问卷分别为58份(应答率93.5%)和74份(应答率97.4%)。相较于2018级基于教学大纲的讲座授课模式,2019级基于Bloom目标分类理论的翻转课堂模式下,学生对理论知识的自我评分提高了10.3%,由(7.3±1.3)分提高到(8.3±1.4)分,差异有统计学意义(t=-4.068,P<0.001)。学生考试成绩提高了19.0%,由(7.1±2.2)分提高到(9.0±1.7)分,差异有统计学意义(t′=-5.348,P<0.001)。同时学生对教学目标、思政与人文目标、医德医风的理解和领悟都明显提高,分别提高了6.2%(t′=2.230,P=0.028)、8.0%(t=-2.667,P=0.009)和8.2%(t=-3.309,P=0.003)。学生对教学模式、预习方式、教学大纲和课堂时长的满意度都明显提高,分别提高了6.0%(t=-2.530,P=0.013)、8.0%(t=-3.195,P=0.002)、7.0%(t=-2.521,P=0.013)和9.6%(t=-3.638,P<0.001)。学生的学习兴趣增强了3.6%(t=-1.576,P=0.117)。课前预习的时长两种教学模式基本一致,差异没有统计学意义(t=-1.020,P=0.310),但基于Bloom目标分类理论的翻转课堂模式可以缩短课后复习时间,差异没有统计学意义(t=1.433,P=0.154)。结论本研究建立的基于Bloom目标分类理论的翻转课堂教学模式的规范化教学流程,结合思政与人文教学目标,能提升教学效果,值得在口腔医学本科理论教学中推广应用。

Objective To compare the effects of the lecture teaching mode of the syllabus and the flipped classroom mode based on Bloom′s taxonomy of educational objectives in the orthodontic teaching of undergraduate students majoring in Stomatology,and to standardize the teaching process of the flipped classroom mode based on Bloom′s taxonomy of educational objectives.Methods A standardized process of the flipped classroom mode based on Bloom′s taxonomy of educational objectives was established.The two teaching modes were applied to the theoretical teaching of orthodontics for the five-year undergraduate students majoring in Stomatology in the 2018 and 2019 Grades of College of Stomatology Shanghai Jiaotong University respectively.The teaching questionnaire was designed to evaluate the students′mastery degree of theoretical knowledge,understanding degree of learning objectives,satisfaction degree of teaching modes and learning interest.The SPSS 26.0 software was used for statistical analysis,and the t-test was used to compare the differences between the two groups.Results In Grade 2018 and 2019,58 questionnaires(response rate 93.5%)and 74 questionnaires(response rate 97.4%)were effectively filled out,respectively.Compared with the lecture teaching mode based on the syllabus in 2018,the self-rating of theoretical knowledge in 2019 grade students applied the flipped classroom mode based on Bloom′s taxonomy of educational objectives increased by 10.3%,from 7.3±1.3 to 8.3±1.4(t=-4.068,P<0.001).The students′test scores increased by 19.0%,from 7.1±2.2 to 9.0±1.7(t′=-5.348,P<0.001).Students′understanding degree of teaching objectives,ideological and political and humanistic objectives,and medical ethics were significantly improved by 6.2%(t′=2.230,P=0.028),8.0%(t=-2.667,P=0.009),and 8.2%(t=-3.309,P=0.003),respectively.Students′satisfaction with the teaching mode,preview method,syllabus and class duration increased significantly by 6.0%(t=-2.530,P=0.013),8.0%(t=-3.195,P=0.002),7.0%(t=-2.521,P=0.013)and 9.6%(t=-3.638,P<0.001),respectively.Students′learning interest increased by 3.6%(t=-1.576,P=0.117).The length of preview time before class was basically the same between the two groups(t=-1.020,P=0.310).However,the flipped classroom mode based on Bloom′s taxonomy of educational objectives could shorten the review time after class(t=1.433,P=0.154),and there was no statistically significant difference between two groups.Conclusions The standardized teaching process of the flipped classroom teaching mode based on Bloom′s taxonomy of educational objectives,combined with ideological and political and humanistic teaching objectives,can improve the teaching effect,and is worth popularizing and applying in the theoretical teaching of undergraduate students majoring in Stomatology.