| 后疫情背景下《生理学》线上线下教学模式的探讨 |
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| 引用本文： | 于影,张蔚屏,胡杰,叶红伟,郑玲,马善峰,高琴. 后疫情背景下《生理学》线上线下教学模式的探讨[J]. 中华全科医学, 2022, 20(7): 1218-1222. DOI: 10.16766/j.cnki.issn.1674-4152.002562 |
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| 作者姓名： | 于影 张蔚屏 胡杰 叶红伟 郑玲 马善峰 高琴 |
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| 作者单位： | 蚌埠医学院基础医学院生理学教研室，安徽 蚌埠 233000 |
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| 基金项目： | 安徽省高等学校省级质量工程项目2020mooc296蚌埠医学院质量工程支持疫情防控期间重大线上教学改革研究项目2020zdxsjg015 |
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| 摘 要： | 目的 探索线上教学模式与传统教学模式在生理学课程中的应用评价。方法 选择蚌埠医学院2018级和2019级营养与食品卫生学专业本科生共71人作为研究对象，其中2019级36名学生为研究组，采用超星学习通+腾讯课堂线上教学模式；2018级35名学生为对照组，采用传统课堂教学模式。课程结束后，通过对2组学生课程的考核成绩进行比较，了解学习情况、检验学习效果。同时，以线上问卷调查形式，采取不记名的方式对学习主动性、学习兴趣度、学习动能、表达能力、独立思维能力、团队协作能力、创新能力、获得成功的体验、自信心提高、教学模式安排满意程度等方面，分析学生对本专业授课教学模式的评价情况。结果 研究组的考核成绩为(83.15±5.91)分，对照组的考核成绩为(86.10±8.06)分，2组课程考试成绩差异无统计学意义(P>0.05),同时2组成绩良好率差异也无统计学意义(P>0.05)。研究组在学习兴趣度、表达能力，以及教学方法和方式、教学创新满意度等方面高于对照组，差异均有统计学意义(均P<0.05);但在团队协作能力、获得成功的体验和自信心提高等方面低于对照组，差异均有统计学意义(均...
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| 关 键 词： | 生理学 线上教学 传统教学 应用效果 |
| 收稿时间： | 2021-11-22 |
Exploration of "online and offline" blended teaching mode of physiology under the background of post-epidemic period |
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| Affiliation: | Department of Physiology, School of Basic Medicine, Bengbu Medical College, Bengbu, Anhui 233000, China |
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| Abstract: | Objective To compare the teaching effect of online teaching method and traditional teaching method in physiology course. Methods Seventy-one undergraduates majoring in the Nutrition and Food Hygiene major of Bengbu Medical College were selected as the research objects. They were divided into two groups. The research group consisted of 36 undergraduates of 2019 and received Superstar learning link + Tencent classroom online teaching mode. The control group consisted of 35 undergraduates of 2018 and adopted the traditional classroom teaching mode. After the course, the learning effect was tested by comparing the test scores of the two groups of students. The evaluation effect of the two groups was analysed by the course grades. An anonymous questionnaire survey was also used to evaluate the learning initiative, learning interest, learning motivation, expression ability, independent thinking ability, teamwork ability, innovation ability, successful experience, self-confidence improvement and teaching mode arrangement satisfaction of the two groups. Results The scores of the research group and the control group were (83.15±5.91) points and (86.10±8.06) points, respectively. No statistically significant difference was found in the scores of course and the good rate between the two groups (P>0.05). The research group was higher than the control group in terms of interest in curriculum, expression ability, teamwork ability and the satisfaction of teaching methods and teaching innovation and the differences were statistically significant (all P < 0.05). However, in terms of teamwork, experience of success and self-confidence, the research group was statistically lower than the control group (all P < 0.05). Conclusion The online teaching mode needs to be improved constantly and the traditional classroom teaching by teachers is still an important part. In the post-epidemic period, the combination of online and offline teaching is an inevitable trend. |
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