基于微课的翻转课堂在高职护理专业生理学实验教学中的应用

目的 根据江苏护理职业学院高职护理专业生理学实验课程的教学现状，探讨基于微课的翻转课堂教学模式在生理学实验教学中的实施方法和应用效果，以期为该教学模式在生理学实验教学中的推广提供参考。 方法 研究对象选取江苏护理职业学院2017级三年制高职护理1班和2班，1班为对照组(40人)，2班为实验组(40人)。对照组采用传统教学模式，实验组实施基于微课的翻转课堂教学模式。基于微课的翻转教学主要包括课前教师准备、课前学生自主学习、课堂实施和课后巩固4个步骤。课程结束后，对2组学生进行实验理论考核、实验技能考核和问卷调查来评价教学效果。用统计软件SPSS 19.0处理数据，组间比较采用t检验，计数资料采用χ2检验。 结果 实验组的实验理论考核平均成绩为(84.85±7.43)分，实验技能考核平均成绩为(83.93±7.48)分，均高于对照组的实验理论考核平均成绩(80.47±7.69)分]和实验技能考核平均成绩(78.78±6.44)分]，且差异均具有统计学意义(均P<0.05)。问卷调查结果表明，实验组学生对教学模式的认可度在学习兴趣、自主学习能力、团队合作意识和分析解决问题的能力4个方面均高于对照组，且差异均具有统计学意义(均P<0.05)。 结论 基于微课的翻转课堂教学模式能够增强学生对实验技能和相关理论的掌握，有利于提高学生的学习兴趣，培养学生的自主学习能力，增强学生的团队合作意识和提高学生分析解决问题的能力，因此该教学模式在生理学实验教学中值得进一步研究和推广。 

Application of Flipped Classroom Based on Micro-lecture in Physiological Experiment Teaching of Higher Vocational Nursing Specialty

Objective Based on the present teaching situation of physiology experimental course of higher vocational nursing specialty in our college, we discuss the implementation method and application effect of flipped classroom teaching mode based on micro-lecture in physiology experimental teaching, in order to provide reference for the promotion of this teaching mode in physiology experimental teaching. Methods The study object selected class 1 and 2 of three years higher vocational nursing specialty in our college, and class 1 was the control group (n=40)， and class 2 was the experimental group (n=40). The traditional teaching mode was used in the control group, and the experimental group used the teaching mode of flipped classroom on basis of micro-lecture. The flipped teaching based on micro-lecture mainly included four steps, namely, teachers' preparation before class, students' independent learning before class, classroom implementation and consolidation after class. After the end of the course, the teaching effects of two groups of students were evaluated in experimental theory, experimental skill and questionnaire investigation. We used software SPSS 19.0 in the statistics of data. T-test was used in comparing between groups, and we used χ2 test in the comparison of count data. Results The experimental group's average score of experimental theory test (84.85±7.43) points] was more than control group's (80.47±7.69) points], and the experimental group's average score of experimental skill test (83.93±7.48) points] was also more than control group's (78.78±6.44) points], and the differences were statistically significant (all P<0.05). The results of the questionnaire survey showed that the experimental group students' recognitions of the teaching mode were better than that of the control group in learning interest, self-learning ability, awareness of teamwork and ability to analyze and solve problems, and the differences were statistically significant (all P<0.05). Conclusion The flipped classroom teaching mode based on micro-lecture can enhance students' mastery of experimental skill and experimental theory, help to improve students' interest in learning, develop students' self-learning ability, enhance students' awareness of teamwork and improve students' ability to analyze and solve problems. Therefore, this teaching mode deserves further study and promotion in the physiology experimental teaching.