翻转课堂模式下以工作过程为导向的课堂教学设计  

Working process oriented teaching design under the flipped classroom model

作　　者：陈爱梅[1] 任燕[1] 

机构地区：[1]江苏联合职业技术学院连云港中医药分院,连云港222007

出　　处：《中华医学教育探索杂志》2016年第8期827-831,共5页Chinese Journal of Medical Education Research

摘　　要：目的探讨翻转课堂模式下以工作过程为导向的教学在高职中药专业实用中成药课程中的应用效果。方法选取2012级高职中药专业97人，随机分成实验组（47人）和对照组（50人）。实验组应用翻转课堂结合工作过程教学，对照组应用传统教学。实验结束后通过问卷调查比较教学前后实验组学生在自主学习能力、解决问题能力方面的差异；比较实验组和对照组学生岗位适应能力的差异；对实验组进行满意度调查。采用SPSS16．0软件进行统计分析，计量资料比较用t检验，计数资料比较用矿检验。结果实验组学生自主学习能力教学前后评分差异有统计学意义[（77．50±7．10）vs．（88．51±9．30）；f=6．451，P=0．0001，而解决问题能力教学前后差异无统计学意义[（83．70±2．32）vs．（84．30±2．11）；t=1．312，P=-0．193]。实验组学生岗位适应能力的5个方面及总分均高于对照组，差异有统计学意义[工作态度：（18．72±2．01）vs．（16．78±3．33），t=3．447，P=0．001；服务能力：（17．99±1．98）vs．（16．05±2．15），t=4．614，P=0．000；业务能力：（18．19±2．46）vs．（15．37±2．79），t=5．267，P=0．000；工作完成情况：（19．01±1．75）vs．（16．88±1．83），t=5．851，P=-0．000；应变能力：（18．33±2．09）vs．（17．01±2．46），t=2．839，P=0．006；岗位适应能力总分（92．24±3．89）vs．（82．09±4．05），t=12．574，P=0．000]。实验组学生满意度调查显示，喜欢该教学模式的为43人（91．48％），认为有利于提高学习兴趣的为41人（87．23％），认为有利于提高沟通表达能力的为39人（82．98％）。结论翻转课堂结合工作过程教学提高了教学质量，学生满意度高。Objective To discuss the practical application effect of the work process oriented teaching model that based on flipped classroom in the teaching of higher vocational Chinese medicines. Method We chose 97 students from Grade 2012 higher vocational Chinese traditional medicine, set them into experimental group （47 students） and comparison group （50 students）. The experimental group was applied with the flipped classroom teaching, combined with the teaching mode of working process and the comparison group was applied with the traditional teaching mode from September 2014 to July 2015. At the end of the experiment, through the questionnaire survey, the differences of the experimental group students＇ autonomous learning ability and problem solving ability were compared between before the experiment teaching and after the teaching. The difference of post adaptation ability of the experimental group and the control group was also compared, and besides, the students＇ satisfaction degree to flipped classroom combined with working process teaching mode was investigated and analyzed. SPSS 16.0 software was used for statistical analysis, and t test was used to compare two groups＇ measurement information and count data with chi-square test. Result The score of independent learning ability after teaching in the experimental group was significantly higher than before [（77.50 ± 7.10） vs. （88.51±9.30）; t=6.451,P=0.000]. However, there was no statistically significant difference in problem-solving capability before and after the teaching[（83.70 ± 2.32） vs. （84.30± 2.11）; t=1.312, P=0.193]. The score of five aspects of the adaptability to work in the experimental group and total score were higher than the comparison group and the difference was statistically significant [work attitude （18.72 ± 2.01） vs. （16.78 ± 3.33）, t=3.447, P=0.001; service ability （17.99 ±1.98） vs. （16.05 ± 2.15）, t=4.614, P=0.000; professional ability （18.19 ± 2.46） vs. （15.37 ± 2.79）, t=5.267,

关 键 词：翻转课堂 工作过程导向 教学设计 

分 类 号：R-05[医药卫生]