Effect Evaluation of CBL Combined with Rain Classroom Teaching Method in Medical Statistics

Objective: To explore the application effect of CBL combined with rain classroom teaching method in medical statistics courses. Methods: The undergraduate students of medical imaging technology in 2019 and 2020 in a university were selected as the research objects. A cluster sampling method was used to select 79 undergraduate students from 2019 in the control group and 75 undergraduate students from 2020 in the experimental group. Traditional teaching method and CBL combined with rain classroom teaching method was used in the control group and experimental group respectively. The final examination scores of the two groups were compared. In experimental group, the correlation between the average score in the rain classroom and the final examination score was tested, and the teaching effect was evaluated. Results: The average score of final examination in experimental group and control group was 79.13 ± 10.32 points and 71.54 ± 14.752 points, respectively, which had a statistically significant difference (Z = 2.586, P = 0.012);the final examination scores of the students in the experimental group were positively correlated with the average scores of the rain classroom (r = 0.372, P = 0.001), and the proportion of satisfaction in the experimental group was 94.7%. Conclusion: The CBL combined with rain classroom teaching method can improve the teaching effectiveness of medical statistics courses.

Reflections on the Role of Teachers Under the Concept of Flipped Classroom—A Case Study of Rain Classroom Practice in Basic Japanese Course

Under the flipped classroom teaching theory, the aim of this paper is to explore whether the teaching model of“student-oriented, teacher-led” can help improve the learning effect of Japanese major students by adopting themixed online and offline teaching method of rain classroom. Two Japanese majors classes of Grade 19 in BISUwere taken as the research objects of the one-semester comparative experiment. The study found there wereobvious differences in learning effect and learning experience between the two classes. The experiment proves thatthe role of teachers in flipped classroom is more obvious than that of traditional teaching. If teachers can activelyplay the role of teacher-student interaction, Japanese professional level of the students can be effectively improved.

Effectiveness of Rain Classroom Intelligent Teaching Design : A Case Study of the Course of Spring Water Tourism Resources

[Objectives]To evaluate the effectiveness of Rain Classroom intelligent teaching in the course of Spring Water Tourism Resources.[Methods]The course of Spring Water Tourism Resources in the course of Overview of Tourism Resources was taken as an example,the pre-class preparation,in-class teaching,and after-class evaluation links were designed separately through the Rain Classroom platform.Then,a questionnaire survey was carried out for the students of Spring Water Tourism Resources.[Results]About 58.3%of the students believed that the greatest advantage of using the Rain Classroom teaching platform is that the learning method is flexible and can improve the ability of independent learning;61.78%of students stated that playing 3D animation in the classroom has the best effect for learning different tourism resources;with the aid of the Rain Classroom platform,the communication between teachers and students becomes more timely,and the students' ability to deal with practical problems can be practiced.[Conclusions]This study is intended to build an intelligent classroom model suitable for tourism management department based on the Rain Classroom platform.It is recommended to promote and apply this model in the teaching of tourism management.

A Study of the Rain Classroom-Based Teaching Mode of College English for Art or Physical Education Majors

The study delves into the online teaching practice that uses "Rain Classroom" for the school-based curriculum of college English and explored whether such a teaching mode can arouse students’ interests in learning,and enhance their learning effect and satisfaction by means of a questionnaire survey and semi-structured interviews to collect feedback from students of art or physical education majors on the effectiveness of Rain Classroom-based teaching for quantitative and qualitative analysis.The collected data indicates that this teaching mode was greatly accepted by these students,who showed strong interests in learning,but as they were not disciplined much in their studies,their learning effect was not significant.Therefore,this paper concluded therefore that we should integrate such smart teaching modes as Rain Classroom with traditional classroom teaching styles to tap the benefits of blended learning which features the combination of information technology(IT) with foreign language teaching.

Teaching Reform and Research of Data Structure Course Based on BOPPPS Model and Rain Classroom

Data structure is the core course for computer science majors.How to improve their‘computational thinking’ability is crucial and challenging in this course.To optimize the teaching effect,a classroom teaching model is proposed.This model combines Yu Classroom online teaching tools,Chinese university MOOC teaching resources and BOPPPS model.The empirical experiment was implemented and the results showthat the comprehensive application of this teaching model helps to cultivate students’high-level cognitive ability of‘analysis,evaluation and creation’.It is proved the validity of this teaching model improve students’.

基于“雨课堂”的植物生理学混合式教学设计与探索

随着多媒体工具和网络覆盖普及,基于互联网的在线教育愈加便捷,但其优势并未在高校的课程教学中得到体现和充分应用。该文针对植物生理学的学科特点和教学现状,充分利用线上教学资源,针对性地选择教学内容和方法,以学生为主体、教师为主导,基于“雨课堂”等教学平台进行线上线下混合式教学模式初探,以期利用有限的学时和丰富的线上教学资源,整合线上和线下教学的优势,通过有效的管理方式组织实施,为深化信息化教学改革、提高植物生理学的教学效果奠定基础。

基于雨课堂的SPOC+对分课堂的生理学混合式教学探索

生理学是高等医药院校医药学及相关专业必修的基础课,其传统课堂教学存在“教得单调”“学得被动”“评得片面”等痛点问题。此研究建立异步小规模限制性在线课程(SPOC),作为学生课前、课后线上学习的主要资源;利用“雨课堂”平台进行课前、课中、课后的教学管理。同时,在课堂教学设计中,引入“对分课堂”教学模式,将课堂时间和权力划分一半给学生,帮助学生完成知识的内化,使课堂成为线上线下融合、课前课中课后融合、教师教授与学生学习融合的关键环节,真正发挥教师的主导作用,体现学生的主体地位,从教师教学手段多样化、学生学习活动个体化、教学评价体系立体化等多方面提高教学质量和教育效果,为高等教育课堂教学改革开拓新思路、提供新素材。

基于雨课堂融合CBL教学法的传染病学见习课程建设及应用

建立基于雨课堂融合CBL教学法结合床旁教学的传染病见习课程模式并评价其应用效果。通过问卷调查+过程性评价+终结性评价的综合评价体系评价教学效果。研究结果表明,基于雨课堂的传染病见习课程模式有助于提高学生的学习兴趣和锻炼临床思维能力,过程性评价联合终结性评价的评价体系能够较全面反映学生学习的过程与效果。因此,有必要进一步推广应用这种教学模式,并在实践的过程中持续改进。

新型教学工具“雨课堂”联合TBL教学法在儿科急救教学中的应用

目的:探讨新型教学工具“雨课堂”联合德莱尔(team-based learning,TBL)教学法在儿科急救教学中的应用。方法:选取2022年1月至2023年5月在郴州市第一人民医院儿科住培基地学习的医师86名作为研究对象。按照随机数字表法分为观察组(予以新型教学工具“雨课堂”联合TBL教学法)与对照组(予以传统教学模式),每组各43名,对比理论知识、操作技能考核成绩、带教满意度、教学模式调查问卷评分及批判性思维态度倾向性量表(critical thinking disposition inventory-chinese version,CTDI-CV)。结果:观察组的理论知识、操作技能考核成绩均高于对照组(P<0.05)。观察组的激发学习兴趣、促进理论知识理解、提高思维水平、提高自主学习能力、提高临床应用能力、重视课前预习、重视课后复习、活跃课堂气氛、师生沟通交流及课程总体满意度占比高于对照组(P<0.05)。观察组的教学模式调查问卷评分高于对照组(P<0.05)。观察组的CTDI-CV评分均高于对照组(P<0.05)。结论:新型教学工具“雨课堂”联合TBL教学法在儿科急救教学中有利于提高医学生的临床思维能力和技能操作能力。

基于BOPPPS模型的5G+智慧课堂在临床护理教学中的应用

目的 探讨基于BOPPPS模型的5G+智慧课堂在胸外科护理临床教学中的应用效果。方法 将胸外科实习的90名本科护生按照实习时间分为对照组43名,试验组47名。对照组采用传统教学方法;试验组采用基于BOPPPS模型的5G+线上、线下、临床实践三位一体智慧课堂教学模式。比较两组护生实习成绩、自主学习能力和对教学模式的满意度。结果 试验组护生实习成绩、自主学习能力得分显著高于对照组(均P<0.05);两组教学满意度比较,差异无统计学意义(P,>0.05)。结论 基于BOPPPS模型的5G+智慧课堂教学模式的应用可提高护生实习成绩及自主学习能力,提升临床教学效果。

雨课堂联合PDCA在康复治疗学毕业实习生线上教学中的应用

目的探讨雨课堂联合戴明循环[P(plan)、D(do)、C(check)、A(act),PDCA]在康复治疗学专业毕业实习学生线上教学中的应用效果。方法于2022年3—4月选取中国医科大学康复治疗学专业2018级65名实习学生作为研究对象。采用雨课堂联合PDCA完成六周线上实习教学,线上实习过程中每周对全体学生的雨课堂分数进行分析。结果全体学生6周雨课堂答题分数[(79.82±9.18)分,(69.78±13.01)分,(59.66±13.42)分,(67.45±15.04)分,(67.63±14.20)分,(67.78±13.78)分]之间差异有统计学意义(P<0.001),雨课堂答题分数从第2周开始呈现下降趋势,从第4周开始逐渐提升,并趋于平稳水平。女生每周的雨课堂答题成绩均高于男生,且差异有统计学意义(P<0.05)。结论雨课堂联合PDCA构建多维度线上实习管理架构,有助于不断提升学生的临床诊疗思维,同时利于教学管理人员进行质量监控,不断提高教学水平和教学质量。

以学生为中心的概率论与数理统计教学创新和实践

该文通过分析概率论与数理统计教学中的问题,结合新时代人才需求,探索教学改革的有效途径。打造以学生为主体,能力评价为指引,思政元素融入教学全过程的新型教学模式。以前沿性、科学性、生活化的应用背景为载体,借助爱课程精品课程、雨课堂、超星平台和大数易作业系统等智慧教学平台,实现学生自主学习,小组协作,同伴学习,培养学生的创新意识、团队合作意识。从概率统计思想中发现思政元素,将课程思政渗透到教学中,树立学生的社会主义核心价值观;同时,提升教师综合素养,践行立德树人的教育根本。

基于BOPPPS的混合式电子实验教学实践

为推进“教育+互联网”,国内高校广泛开展了在线课堂教学的新模式。将BOPPPS教学理念引入实验课程的在线教学中,以交流信号幅度判别电路的Multisim设计为例,对传统的电工电子实验课程进行重新设计和调整,以钉钉直播及雨课堂为教学工具,成功实现了该课程的线上混合式教学。实践表明,这种线上实验教学模式具有很好的教学效果,有助于提高学生的自主学习能力和实验操作的顺利进行。

基于雨课堂和微信群的O2O混合式教学在基础医学PBL课程中的应用与评价

目的:探讨基于雨课堂和微信群的O2O混合式教学在基础医学PBL课程中的应用与评价。方法:选取新疆医科大学基础医学专业班级作为研究对象。对照组利用传统PBL教学;试验组采用基于雨课堂和微信群的O2O混合式PBL教学,比较两组综合成绩,评价教学效果。结果:试验组综合成绩高于对照组(P<0.05),试验组满意度高于对照组(P<0.05)。结论:基于雨课堂和微信群的O2O混合式教学丰富了PBL教学资源,不受时空限制,提高教师教学能力和学生的自主学习能力,值得在PBL课程中推广利用。

中医院校基于雨课堂的医学免疫学与病原生物学混合式教学实践

构建基于雨课堂的医学免疫学与病原生物学混合式教学模式。进行线上资源及线下教学资料的筛选,并从课前、课中和课后3个环节进行教学设计并实施。结果显示:2019级中医学专业学生(混合式教学)在期末考试中取得了比2017级中医学专业学生(单纯线下教学)以及2018级中医学专业学生(单纯线上教学)更好的成绩。并且,通过雨课堂把课程思政有效融入医学免疫学与病原生物学,起到了润物细无声的育人效果,可为培养新时代的中医药人才提供一定的借鉴方法。

基于雨课堂与SPOC嵌合的天然药物化学混合式教学研究

为进一步深化天然药物化学教学改革,尝试打造雨课堂与SPOC嵌合的天然药物化学智慧课堂,实施混合式教学。打造的智慧课堂可以同时发挥雨课堂与SPOC的优势,活跃课堂气氛,调动学生的学习积极性,帮助其将课堂知识与科研工作衔接起来,培养科研思维。

基于“雨课堂”的翻转教学模式在基础护理学 实训教学中的应用实践

为探讨基于“雨课堂”的翻转教学模式在基础护理学实训教学中的应用效果,抽取2021级护理学本科3班29名护生为实验组,借助“雨课堂”平台进行混合式教学;抽取2021级护理学本科1班30名护生为对照组,采用实训课常规教学。实践表明,基于“雨课堂”的翻转教学模式有利于提高基础护理学实训教学的教学效果,能培养护生的自主学习能力,提高了教学满意度。

雨课堂融合OBE理念在高职电子商务类课程混合式教学的实践优化策略

文章以服务乡村振兴为背景,聚焦高职电子商务类课程混合式教学改革,结合OBE教育理念重构课程内容,提出基于雨课堂教学平台实施项目化教学、七步教学法,并构建多元评价体系。全过程融入思政元素实现“思创融合”,推进岗课赛证综合育人,并针对院校、教师、学生提出优化实践效果的具体策略。

基于雨课堂的混合式物理化学实验教学研究

在“互联网+”背景下,分析目前大学物理化学实验中存在的问题,探索“雨课堂+微信+线下实践”的混合式教学模式。在此基础上,开展了“学生为主体、教师为引导”两条主线、“课前、课堂、课后、期末考试、综合评价”五个维度的混合式教学。实践表明,将混合式教学模式引入实验教学,不仅解决了原有教学模式课堂效率较低的问题,还激发了学生的学习热情,满足了学生的个性化学习需求,提升了实验教学的有效性和质量。

基于雨课堂的BOPPPS+CBL模式在儿科学教学中的应用和效果评价

目的 探讨基于雨课堂的BOPPPS+案例教学法(CBL)模式在儿科学教学中的应用价值。方法 将中山大学2019级五年制临床医学专业117名学生随机分为实验组(59人)和对照组(58人)。以儿童血液系统疾病教学为例,实验组采用基于雨课堂的BOPPPS+CBL模式,对照组采用传统的教师讲授式带教方式。教学结束后,通过比较两组学生的儿童血液系统疾病考试成绩和教学满意度问卷调查结果以评价教学效果。结果 74.6%的实验组学生按时完成所有教学环节。实验组考试总成绩明显高于对照组,差异有统计学意义(P<0.05)。问卷调查提示实验组在激发学生学习兴趣、有助于理解运用理论知识、提高临床思维能力、增强师生及生生互动等方面较对照组更有优势(P<0.05)。结论 基于雨课堂的BOPPPS+CBL模式可提高教师教学水平,激发学生学习兴趣,培养学生综合能力,值得在儿科学教学中进一步推广应用。