Research and Discussion on Flipped Classroom Combined with Case-Based Learning in Pharmacoeconomics Teaching

Objective:To explore the application effect of flipped classroom combined with case-based learning teaching methods in pharmacoeconomics teaching.Methods:The students majoring in clinical pharmacy in 2019 were selected as the study subjects,and the cost-effectiveness analysis of different dosage forms of Yinzhihuang in the treatment of neonatal jaundice was selected as the teaching case.The flipped classroom combined with case-based learning teaching method was used to carry out theoretical teaching to the students.After the course,questionnaires were distributed through the Sojump platform to evaluate the teaching effect.Results:The results of the questionnaire showed that 85.71%of the students believed that the flipped classroom combined with case-based learning teaching method was helpful in mobilizing the learning enthusiasm and initiative,and improving the comprehensive application ability of the knowledge of pharmacoeconomics.92.86%of the students think that it is conducive to the understanding and memorization of learning content,as well as the cultivation of teamwork,communication,etc.Conclusion:Flipped classroom combined with case-based learning teaching method can improve students’knowledge mastery,thinking skills,and practical application skills,as well as optimize and improve teachers’teaching levels.

The Application of“Problem-Based Learning+Flipped Classroom”Teaching Model in Bilingual Education

This study focuses on the application of the“PBL(problem-based learning)+Flipped Classroom”teaching model in bilingual education,aiming to explore its potential to enhance the quality and effectiveness of bilingual teaching.PBL emphasizes learning through the resolution of real-world problems,while the Flipped Classroom advocates that students acquire basic knowledge through self-study before class,dedicating class time to in-depth discussions and practical activities.The integration of these two teaching models in bilingual education aims to stimulate students’interest in learning,improve their autonomous learning abilities,enhance critical thinking,and foster cross-cultural communication skills.Through literature review,case analysis,and empirical research,this study first examines the current applications and challenges of PBL and the Flipped Classroom in bilingual education.Subsequently,it elaborates on the specific implementation steps of the“PBL+Flipped Classroom”teaching model in bilingual education,including problem design,preview material provision,cooperative learning,classroom activities,and language support.A comparative experiment is then conducted to analyze the impact of this teaching model on students’learning motivation,academic performance,and cross-cultural communication skills.The results indicate that the“PBL+Flipped Classroom”teaching model significantly improves students’learning motivation and participation,enhances academic performance,and effectively boosts their cross-cultural communication skills.Furthermore,this model aids in cultivating students’autonomous learning abilities and critical thinking,providing an innovative and effective approach to bilingual education.This study offers new ideas and insights for the field of bilingual education,which is of great significance for promoting the innovation and development of bilingual teaching models.

Analysis of the Application Value of Virtual Reality Combined with Flipped Classroom Teaching Mode in Cardiopulmonary Resuscitation Teaching

Objective:To analyze the value of using virtual reality combined with the flipped classroom teaching model in teaching cardiopulmonary resuscitation(CPR).Methods:Two classes of our nursing program were randomly selected for the study from September 2022 to September 2023,Class A(52 students,conventional teaching method)and Class B(52 students,virtual reality combined with flipped classroom teaching mode).The assessment scores and independent learning ability scores of the students in the two classes were compared.Results:CPR theory and operation scores,passing rate,and independent learning ability scores of Class B were higher than those of Class A(P<0.05).Conclusion:the use of virtual reality combined with the flipped classroom teaching mode in CPR teaching is conducive to the improvement of students’assessment scores and independent learning ability.

Application of Cooperative Learning and Flipped Classrooms in University Basketball Courses in China

This study investigates the application of the teaching model combining cooperative learning and flipped classrooms in university basketball courses in China.By analyzing the advantages and disadvantages of the traditional basketball teaching model and students’satisfaction with the course,the necessity of implementing cooperative learning and flipped classrooms is proposed.The study planned in detail the implementation strategies before class,in the classroom,and after class,and compared them with the control group through an experimental design.The experimental results showed that the new teaching mode demonstrated significant advantages in terms of learning outcomes,student satisfaction,and teacher evaluation.This study provides a valuable reference for the future reform of the physical education curriculum.

OBE理念下基于Flipped Classroom和BOPPPS的物流工程专业英语教学模式设计

高等院校中开设物流工程专业英语课程存在要求记忆性的内容较多、学生英语水平又参差不齐、考核形式较为单一等问题,亟待改革教学模式的改革。在具体分析现有的东北林业大学物流工程专业英语课程现状和教学效果后,依据OBE(Outcome-Based Education)理念,提出采用将Flipped classroom(翻转课堂)和BOPPPS模型相结合,采取小班授课的方式,对授课模式重新设计,形成新的教学模式,增加在线课程学习平台的运用,并调整考核方式,以促进学生的知识内化过程,促进学习成果的产出,提升学生的专业能力,符合卓越工程师人才培养的需要。

Flipped Classroom模式在汽车构造教学中的应用研究

《汽车构造》是高等院校车辆工程专业及汽车专业的关键专业课程,在传统的教学模式下,一直存在课时内信息量大学生掌握困难、直观认识不足、学生学习兴趣低、学生基础不同接受能力差异大、教学效果差别大的问题。Flipped Classroom模式是一种将学习的决定权从教师转移给学生的全新的教学模式。针对汽车构造课程内容繁多复杂、且兼具较强的理论性和实践性等特点,分析了Flipped Classroom模式在汽车构造教学中可以带来的优势,提出了在汽车构造教学中的应用规范,为汽车构造教学提供了一种新的参考模式。

微课(Microlecture)结合翻转课堂(Flipped Classroom)在医学机能实验教学中的应用

目的观察在生理学实验教学中实施微课结合翻转课堂的效果。方法在我院生理学实验教学中进行微课结合翻转课堂教学,和以往教学进行比较。结果在实施微课结合翻转课堂的教学后,总成绩分数为(91.05±6.42)分,实施微课结合翻转课堂前的总成绩分数为(70.56±4.13)分。通过统计学分析显示,微课结合翻转课堂可提升生理学实验教学的总成绩,差异有统计学意义(P<0.05)。结论在医学机能实验教学中实施微课结合翻转课堂教学可取得更好的教学效果。

Flipped Classroom模式在高校体育理论课教学中的应用

伴随着素质教育教育理念的不断深化,体育课程教学被逐渐重视起来。传统教育体制中存在"重智轻体"的教学现象,这使得高校对于体育专业教学的理论研究也相对较少。教学改革工作的持续深化、体育课程教育内容和教育形式的革新,已成为当前体育教育发展形势的基本要求。文早针对Flipped Classroom模式在体育理论课教学中的相关应用问题进行研究,分析Flipped Classroom模式、体育理论教学的现状以及Flipped Classroom模式体育理论课程教学中的应用,以促进高校体育理论课程教学水平的提高。

基于Flipped Classroom的高职英语智慧教学模式构建与效果研究

本文依托“雨课堂”智慧教学系统,将Flipped Classroom(翻转课堂)教学理念与教学模式应用于高职英语智慧教学实践,并借助李克特三维度评估模型对高职英语智慧教学模式实施效果进行评价。结果表明,基于Flipped Classroom的高职英语智慧教学模式有效解决了高职英语教学长期存在的学生参与度低、课程挑战度低与实践效益不足等突出问题。基于评估结果,本文提出了旨在激发学生主动探索的内生动力,提升任课教师素质的可行策略。

Study on PAD and flipped Classroom Applied to College English Teaching--Take College English Viewing,Listening and Speaking Ⅰ For Instance

PAD(presentation,assimilation and discussion) and flipped classroom mix the advantages of PAD and flipped classroom,PADand flipped classroom separate the period of a teacher's teaching and students' interaction,allowing students to assimilate the knowl-edge they learned in one week,this teaching mode considers different groups of students.A result of a recent teaching experiment showsthat this teaching mode can allocate class time more efficiently and equally to each student to practise oral English.Students are moreconfident,more willing to participate and show more interest in oral class.

FC-TBL教学模式在生物制品学课程中的实践研究

生物制品学是以现代生物技术为核心的一门新的独立学科,其研究成果在全球重大、流行性疾病的预防、治疗、诊断中发挥了不可忽视的作用。本研究以培养创新型生物技术人才为目标,在生物制品学课程中开展了以互联网+学习平台为基础的“自主初探+团队协作+师生探讨”相结合的以团队为基础的翻转课堂(flipped classroom and team-based learning,FC-TBL)教学模式,并从教学设计、教学资源平台建设、教学评价体系建立3个方面总结了该教学模式的实践经验,以期为相关教学研究提供参考。

高师院校一流特色大育人金课(FCGG)构建与实践

党的二十大报告强调,加快建设教育强国、科技强国、人才强国,坚持为党育人、为国育才,全面提高人才自主培养质量,着力造就拔尖创新人才。党有号召,校有行动。培养具有时代新人与创新人才特质的未来教育家型教师应是部属师范大学新时代坚贞不渝的重要使命和育人目标。而构建一流特色育人金课是学校落实该目标的关键环节。该文提出并阐述一流特色大育人金课(FCGG)的概念内涵及实现途径,并以陕西师范大学物理卓越教师实验班相关课程创建为例,介绍构建该课程模式的实施情况,为金课设计与实施助力新时代优秀人才培养提供范例。

A Literature Review on Exploring Effective Flipped Classroom Strategies in College ESL Teaching

Flipped classroom has been widely recognized as an innovative and effective instructional approach by educators and researchers.In the paper,the author did a series of researches on ESL flipped classroom teaching literature and made a related literature review on its application in college ESL teaching,aiming to explore more relevant effective strategies that can promote college ESL teaching and learning effect authentically.Besides,the review can also provide some research reference for college ESL educators.

A Study on Cultivating Top Students in College English Flipped Classroom

Researches on flipped classroom are capturing much attention.This study is conducted among top students with the purpose of confirming the effect of flipped classroom.It found that the flipped classroom does not refer to learning by themselves,even though objects are top students,the teachers are supposed to participate much more in the learning process than they do in the conventional class.It is concluded that top students can benefit a lot from flipped classroom with learning efficiency and interest improved,yet still under the guidance of teachers.Learning motive is not strengthened obviously.Some reflections on teaching are offered afterwards.

Analysis of the Teaching Mode of College English Reading Teaching Based on Flipped Classroom Model

With the continuous development of the times, people’s thinking is constantly improving, and the importance of educa-tion is also increasing. As many new teaching models are emerging, the network course education represented by flipped classroomand MOOC education are increasingly attracting the attention of all walks of life with its unique advantages. The teaching of Eng-lish reading is a key point in College English education. However, the reality of College English reading education is not satisfacto-ry due to certain factors. This paper aims to discuss the implication of flipped classroom mode in college English reading teaching,hoping to provide references for the relevant parties.

基于SLBFC的人体分子与细胞整合课程的教学探索

整合课程是医学基础课程教学改革的方向。人体分子与细胞有机整合生物化学、细胞生物学、分子生物学和医学遗传学四门学科内容,课程容量大、知识点多。教师在教学过程中采用基于科研文献研读的翻转课堂(scientific literature-based flipped classroom, SLBFC),旨在提升学生阅读科研文献的能力,提高学生的学习自主性,促进其将所学知识融会贯通,提高学生从分子和细胞水平认知疾病的能力。问卷调查结果显示:90%以上的学生对SLBFC课堂持满意态度,超过85%的学生认为SLBFC有助于理解人体分子与细胞整合课程的理论知识,养成从分子细胞水平分析医学问题的意识和提升综合能力。文章从SLBFC的设计、实施和评价过程予以展示、分析和总结,以期为我国医学整合课程改革提供参考和借鉴。

Research and Practice of Blending Teaching Based on “MOOC + SPOC + Flipped Classroom” for Software Engineering

Based on "MOOC + SPOC + Flipped Classroom", a particular blending teaching pattern adapting to MOOC teaching is proposed to strengthen software engineering students' abilities to study themselves and practice innovatively. Firstly, the process of MOOC development in China is introduced. The distinguishing feature and effect of MOOC teaching are analyzed, followed by the comparison with traditional class. The online Plus offline blending teaching pattern is the combination of online self-study on MOOC before class, seminar study of flipped classroom in class and the summary after class. With the demonstration of a typical case, a progressive strategy is given to implement blending teaching. Finally, the blending teaching pattern is assessed from multiple perspectives, of which both advantages and disadvantages are dissected. Through primary exploration, introducing online study and flipped classroom, blending teaching plays a positive role in software engineering teaching, which means traditional teaching pattern is changed. Meanwhile, students' innovative consciousness and practical ability are inspired. Nevertheless, new problems arise, so that intensive practice and improvement are necessary.

Integrating a flipped classroom and problem-based learning into ophthalmology education

Background: Ophthalmology is an important medical science subject, but it is given with insufficient attention in undergraduate medical education. Flipped classroom(FC) and problem-based learning(PBL) are well-known education methods that can be integrated into ophthalmology education to improve students' competence level and promote active learning. Methods: We used a mixed teaching methodology that integrated a FC and PBL into a 1-week ophthalmology clerkship for 72 fourth-year medical students. The course includes two major sessions: FC session and PBL session, relying on clinical and real-patient cases. Written examinations were set up to assess students' academic performance and questionnaires were designed to evaluate their perceptions. Results: The post-course examination results were higher than the pre-course results, and many students gained ophthalmic knowledge and learning skills to varying levels. Comparison of pre-and post-course questionnaires indicated that interests in ophthalmology increased and more students expressed desires to be eye doctors. Most students were satisfied with the new method, while some suggested the process should be slower and the communication with their teacher needed to strengthen.Conclusions: FC and PBL are complementary methodologies. Utilizing the mixed teaching meth of FC and PBL was successful in enhancing academic performance, student satisfactions and promoting active learning.

FC+TBL教学模式在系统解剖学教学中的应用效果分析

目的分析翻转课堂(flipped classroom,FC)+以团队为基础的学习(team-based learning,TBL)教学模式在系统解剖学教学中的应用效果。方法目的抽样法选取2022年1月—2023年1月吉林医药学院临床医学专业400名本科生为研究对象,根据教学方法不同分为对照组(2022年1—6月,采用传统教学模式)、观察组(2022年7月—2023年1月,采用FC+TBL教学模式),各200名。两组均教学28个学时。比较两组考核成绩、教学效果、学生对能力培养的认可度、教学满意度。结果观察组考核成绩总分(84.25±7.41)分高于对照组(76.25±7.14)分,差异有统计学意义(t=10.995,P<0.05)。教学后,观察组教学效果优于对照组,学生对能力培养的认可度、教学满意度高于对照组,差异有统计学意义(P均<0.05)。结论系统解剖学教学中应用FC+TBL教学模式,有助于提高学生考核成绩,提升学生对能力培养的认可度,进而改善教学效果,提高学生对教学的满意度。

Effectiveness of flipped classrooms in nursing education: Systematic review and meta-analysis

Background: The flipped classroom has generated considerable interest in nursing education in the last few years, especially in higher education in China. However, research to date has been insufficient to confirm the effectiveness of the flipped classroom approach. Since most of the Chinese studies are published in Chinese journals, they may not be easily accessible to international researchers. Therefore,this meta-analysis aimed to review the effectiveness of a flipped classroom in nursing education both in English and Chinese databases.Objective: The aim of the present study was to identify the robust available evidence about the effectiveness of flipped classrooms in nursing education through a systematic review and meta-analysis.Methods: A systematic search of English databases, including PubMed, EMBASE, Science Director,CINAHL and Google Scholar, and Chinese databases, including Chinese National Knowledge Infrastructure(CNKI), WanFang Data, VIP Information and Chinese Biomedical Literature(CMB), were conducted to identify peer-reviewed studies that met the inclusion criteria. Two reviewers independently performed study identification with Endnote X7 software and used Excel to extract data. The risk of bias in the included studies was assessed with Cochrane Collaboration's risk of bias tool, and a meta-analysis was conducted using RevMan 5.3 software following the guidelines proposed by PRISMA reporting standards with the protocol register No. CRD42016041826.Results: A total of 29 studies were included in systematic review. There was a significant postintervention improvement in academic performance both in knowledge with a pooled random-effects standardized mean difference of 1.13 and skills with a pooled random-effects standardized mean difference(SMD) of 1.68. Students' self-learning abilities were also improved with a pooled random-effects SMD of 1.51 compared with traditional lecture. In the subgroup analysis, we found that the effect sizes had high fidelity in terms of nursing degrees and research settings. There was a high rating of flipped classroom pedagogy from teaching evaluations, study satisfaction, study attitude and improvement in critical thinking and problem-solving skills.Conclusions: These results indicated that a flipped classroom might help nursing students improve in knowledge, skills, attitudes, self-learning, study satisfaction, critical thinking and problem-solving skills.We recommend adopting this approach for nursing education reform. There is a call for robust empirical research and unification of appraisal standards for further support of the effectiveness of the flipped classroom. Furthermore, a meta-regression analysis is also recommended to explore the sources of heterogeneity in included studies.