基于微课的翻转课堂在高职护理专业生理学教学中的实践

目的 鉴于传统的生理学教学模式课堂教学效果较差的现状,探讨以微课为基础的翻转课堂教学模式对生理学教学的影响,以便进一步提高高职护理专业生理学的教学效果,并为以后的教学和基于微课的翻转课堂教学模式的研究提供参考和借鉴。 方法 以江苏护理职业学院2016级高职护理专业108名学生作为研究对象,按随机数字表法随机分为对照班(54人)和实验班(54人)。实验班(9组,6人/组)采用基于微课的翻转课堂教学模式,对照班(9组,6人/组)采用传统教学模式。基于微课的翻转课堂教学模式主要采取4个步骤:教师课前准备、学生课前自主学习、课中研讨、课后巩固。完成教学后,对2个班采用相同的考卷进行期末考核,统计分析考试分数,同时用调查问卷评价教学效果。采用SPSS 19.0统计软件处理所有数据,组间均数比较用t检验,计数资料用χ2检验。 结果 实验班学生的期末考核平均成绩(80.96±10.48)分]明显高于对照班(71.72±13.11)分],差异有统计学意义(P<0.01)。与对照班相比,实验班学生的学习兴趣(P<0.05)、学习主动性(P<0.01)、知识理解能力(P<0.01)和学习效率(P<0.01)均得到显著提高。 结论 基于微课的翻转课堂教学模式可有效提高生理学的教学效果,有利于提高学生的学习兴趣、学习主动性、知识理解能力和学习效率,因此该教学模式值得进一步研究和推广。 

Application of flipped classroom based on micro-lecture in physiology teaching of higher vocational nursing specialty

Objective Considering the poor teaching effect of traditional teaching mode of physiology in classroom, we studied the influence of flipped classroom teaching mode based on micro-lecture on physiology teaching, so as to further improve the teaching effect of physiology in higher vocational nursing specialty, and to provide reference for the future teaching and the study of flipped classroom teaching mode based on the micro-lecture. Methods A total of 108 students of higher vocational nursing specialty of 2016 grade from Jiangsu College of Nursing were chosen as objects of analysis. They were randomly divided into control class (54 persons) and experimental class (54 persons). Students were divided into 9 groups (6 person/group) in experimental class and practiced with flipped classroom teaching mode based on micro-lecture. Students were divided into 9 groups (6 person/group) in control class and practiced with traditional teaching mode. There were four main steps in the flipped classroom teaching mode based on micro-lecture:teacher's preparation before class; students' autonomous learning before class; seminar in class; consolidation after class. After teaching, two classes were given the same test questions in final examination, and the scores of the exam were analyzed. At the same time, the effects of teaching were evaluated according to the questionnaire survey. All data were processed by SPSS 19.0. The means of groups were compared by t test, and the enumeration data were compared by χ2 test. Results The average score of the final examination of the experimental class (80.96±10.48) was significantly higher than that of the control class (71.72±13.11), and the difference was statistically significant (P<0.01). Compared with control class, the learning interest (P<0.05), learning initiative (P<0.01), knowledge understanding ability (P<0.01) and learning efficiency (P<0.01) of students were significantly improved in experimental class. Conclusion The flipped classroom teaching mode based on micro-lecture can effectively improve the teaching effect of physiology, and improve students' interest in learning, learning initiative, knowledge understanding ability and learning efficiency. Therefore, it deserves further study and promotion.