BOPPPS联合在线学习平台在口腔《诊断学》中的实践

Practice of BOPPPS Combined With Online Learning Platform in Oral Diagnosis

目的 分析基于导言-学习目标-前测-参与式学习-后测-总结(bridge-in,objective,pre-assessment,participatorylearning,post-assessment,summary,BOPPPS)和在线学习平台混合式教学在口腔医学本科《诊断学》中的应用效果。方法 研究于2022年8月—2023年2月选取2021级重庆医科大学口腔医学本科学生76名作为研究组,采用基于BOPPPS教学模式下在线学习平台与线下教学结合的教学模式,另外选取2020级重庆医科大学口腔医学本科学生75名作为对照组,采用传统的线下教师PPT授课模式。研究组及对照组的教材相同,授课教师相同,比较2组学生的学习成绩、自主学习能力、学习积极性、教学模式满意度。结果 研究组平时成绩、理论成绩及期末综合成绩[(87.52±8.51)分、(88.65±8.56)分、(92.21±9.34)分],均高于对照组[(74.73±7.31)分、(84.55±8.31)分、(85.88±8.76)分],差异有统计学意义(P <0.05)。研究组自我管理能力、学习合作能力、学习动机及信息素质评分均高于对照组,差异有统计学意义(P <0.05)。研究组专注度、动机、精力评分均高于对照组,差异有统计学意义(P <0.05)。研究组教学模式满意度为96.05%,高于对照组的86.67%,差异有统计学意义(P <0.05)。结论 将基于BOPPPS和在线学习平台混合教学模式应用于教学实践中,不仅能够有效增强学生的自主学习能力,提高学习积极性和学习成绩,还可以进一步提升教学质量,教学效果良好。

Objective To analyze the application effect of hybrid teaching based on BOPPPS(bridge-in,objective,pre-assessment,participatory learning,post-assessment,summary).Application effect of mixed teaching under BOPPPS and online learning platform in diagnosis of stomatology undergraduate.Methods From August 2022 to February 2023,a total of 76 undergraduate students of stomatology from Chongqing Medical University in grade 2021 were selected as the research group,and a teaching model combining online learning platform and offline teaching based on the BOPPPS teaching model was adopted.In addition,a total of 75 undergraduate students of stomatology from Chongqing Medical University in grade 2020 were selected as the control group,and the traditional offline teacher PPT teaching mode was adopted.The teaching materials and teachers of the study group and the control group were the same.The academic performance,independent learning ability,learning enthusiasm and teaching mode satisfaction of the students in the two groups were compared.Results The usual scores,theoretical scores and final comprehensive scores of the study group[(87.52±8.51)points,(88.65±8.56)points,(92.21±9.34)points]were higher than those of the control group[(74.73±7.31)points,(84.55±8.31)points,(85.88±8.76)points],and the difference was statistically significant(P<0.05).The scores of self-management ability,learning cooperation ability,learning motivation and information quality of the study group were higher than those of the control group,and the differences were statistically significant(P<0.05).The concentration,motivation and energy scores of the study group were higher than those of the control group,and the differences were statistically significant(P<0.05).The satisfaction of teaching mode in the study group was 96.05%,higher than 86.67%in the control group,and the difference was statistically significant(P<0.05).Conclusion The application of blended teaching mode based on BOPPPS and online learning platform in teaching practice can not only effectively enhance students'autonomous learning ability,improve their learning enthusiasm and academic performance,but also further improve the teaching quality,and the teaching effect is good.