基于开放式问题导向的对分课堂在病原生物学教学中的应用

Application of Open Question Oriented Split Classroom in Pathogen Biology Teaching

为探讨基于开放式问题导向的对分课堂在病原生物学教学中的应用效果,选取2021年9月—2022年1月某职业院校护理专业两个平行班级共158名学生为研究对象,并分为观察组和对照组,两组学生的病原生物学课时相同。对照组采用传统的混合教学方法授课,观察组在对照组的基础上采用基于开放式问题导向的对分课堂进行教学干预,比较两组学生的过程性评价、终结性考试成绩、隐性逃课情况、综合能力及教学满意度。教学实践表明,采用开放式问题导向的对分课堂能提高学生的过程性评价和终结性考试成绩,降低学生的隐性逃课率,同时也提高了学生的综合素质和教学满意度,值得在教学中推广应用。

To explore the application effect of open question oriented split classroom in pathogen biology teaching,158 students from two parallel classes of nursing major in a vocational college from September 2021 to January 2022 were selected as the research subjects,and divided into an observation group and a control group.The two groups of students had the same pathogen biology class hours.The control group was taught with traditional mixed teaching methods,while the observation group received teaching interventions based on an open question oriented split classroom approach on the basis of the control group.The process evaluation,