认知风格和气质类型对儿科学翻转课堂学生学习效果的影响研究

Effect of cognitive style and temperament type on learning effect in flipped classroom of pediatrics

目的:探索不同认知风格、气质类型的医学生在儿科学翻转课堂中的表现。方法:选取四川大学华西临床医学院85名学习《儿科学2》课程的2018级八年制临床医学专业学生,进行儿科学翻转课堂集体教学。采用认知方式镶嵌图形测验(cognitive style figure test)调查学生的认知风格,采用气质自我测试问卷调查学生的气质类型,通过聚类分析、ANOVA方差分析、Pearson相关分析、卡方分析等方法,探究不同认知风格、气质类型学生翻转课堂成绩的分布及差异。结果:气质类型可分为胆汁多血混合型、多血黏液混合型、少抑郁型、少胆汁型4类,占比分为28.24%、23.53%、27.06%、21.18%。认知风格分为场独立型和场依存型,占比分别为51.76%和48.24%。在分类比较上,不同认知风格学生翻转课堂的成绩差异有统计学意义(t=3.18,P<0.05),但不同气质类型学生翻转课堂成绩差异无统计学意义(F=0.38,P>0.05)。在测试各维度得分相关性上,黏液质类型得分(r=-0.283,P<0.05)和认知测验得分(r=0.346,P<0.05)与翻转课堂成绩比较差异有统计学意义。结论:在儿科学翻转课堂教学中,对于不同气质类型和认知风格的学生可灵活运用互动及评价方法;需注意把握好合作学习与独立自主学习的关系;儿科学翻转课堂不同环节设计需进一步改善。

Objective To investigate the performance of medical students with different cognitive styles and temperament types in the flipped classroom of pediatrics.Methods A total of 85 medical students of the class of 2018 in eight-year program who studied the course of Pediatrics 2 in West China Medical School,Sichuan University,were selected and received the flipped classroom teaching of pediatrics.The cognitive style figure test was used to investigate the cognitive style of students,and the temperament self-test questionnaire was used to investigate the temperament type of students.The methods such as the cluster analysis,the ANOVA analysis of variance,the Pearson correlation analysis,and the chi-square test were used to describe the distribution of flipped classroom scores and related differences between the students with different cognitive styles and temperament types.Results There were four temperament types of these students,i.e.,choleric and sanguine temperament,sanguine and phlegmatic temperament,melancholic temperament,and choleric temperament,accounting for 28.24%,23.53%,27.06%,and 21.18%,respectively. There were two cognitive styles of field independence and field dependence, accounting for51.76% and 48.24%, respectively. There was a significant difference in flipped classroom scores between thestudents with different cognitive styles (t=3.18, P<0.05), while there was no significant difference in suchscores between the students with different temperament types (F=0.38, P>0.05). The correlation analysisshowed that the score of phlegmatic temperament was significantly negatively correlated with flippedclassroom scores (r=-0.283, P<0.05), and the score of cognitive test was significantly positively correlatedwith flipped classroom scores (r=0.346, P<0.05). Conclusions In the flipped classroom teaching ofpediatrics, it is necessary to flexibly apply specific interaction and evaluation methods in students withdifferent temperament types and cognitive styles and grasp the relationship between cooperative learning andindependent learning. The design of different links of flipped classroom should be further improved.