TPACK模型在心内科教学中的应用效果分析

Application Effect Analysis of TPACK Model in Cardiology Teaching

目的探讨融入整合技术的学科教学知识(technological pedagogical and content knowledge,TPACK)模型在心内科教学中的应用效果。方法选取2023年8月—2024年3月吉林化工医院参加异地授课的60名学生为研究对象。2023年8—11月的29名学生作为常规组,采取传统教学方法。2023年12月—2024年3月的31名学生作为教改组,采取TPACK模型教学方法。比较两组学习效果、教学法满意度。结果常规组思考能力评分为(8.52±0.83)分、应变能力评分为(8.24±0.95)分、学习能力评分为(8.17±0.85)分、评临床能力评分为(8.28±1.03)分,均低于教改组的(9.10±0.60)分、(8.87±0.62)分、(8.84±0.52)分、(9.29±0.59)分,差异有统计学意义(t=3.122、3.060、3.566、4.718,P均<0.05)。教改组实践知识结构、教学内容吸引性、教学手段多样性评分均高于常规组,差异有统计学意义(P均<0.05)。结论TPACK模型教学方法有效提高了心内科的教学效果,并提高教学满意度。

Objective To explore the effectiveness of technological pedagogical and content knowledge(TPACK)model for teaching and learning in cardiology.Methods Sixty students attending off-site lectures at Jilin Chemical Hospital from August 2023 to March 2024 were selected as the study subjects.Twenty-nine students from August to November 2023 served as the conventional group,adopting the traditional teaching method.Thirty-one students from December 2023 to March 2024 served as the reformed group,adopted the TPACK model teaching method.Compared the learning effect and satisfaction of teaching method between the two groups.Results The thinking ability score of the conventional group was 8.52±0.83,the resilience score was 8.24±0.95,the learning ability score was 8.17±0.85,and the score of evaluating clinical ability was 8.28±1.03,which were lower than 9.10±0.60,8.87±0.62,8.84±0.52 and 9.29±0.59 in the teaching reform group,and the differences were statistically significant(t=3.122,3.060,3.566,4.718,all P<0.05).The scores of practical knowledge structure,attractiveness of teaching content,and diversity of teaching methods of the teaching reform group were higher than those of the conventional group,and the differences were statistically significant(all P<0.05).Conclusion The TPACK modeling approach effectively improves teaching effectiveness and increases teaching satisfaction in cardiology.