翻转课堂在营养与食品卫生学教学中的应用与评价  

Application and assessment of the flipped classroom in nutrition and food hygiene teaching

作　　者：宓伟[1] 练武[1] 董兆举[2] 石塔拉 赵慧娟[2] 衣卫杰[1] 

机构地区：[1]滨州医学院营养与食品卫生学教研室,烟台264003 [2]滨州医学院劳动卫生与环境卫生学教研室,烟台264003

出　　处：《中华医学教育探索杂志》2016年第7期654-658,共5页Chinese Journal of Medical Education Research

基　　金：山东省高校教学改革重点项目（2011GG006）

摘　　要：目的：评价翻转课堂在营养与食品卫生学教学中的应用效果。方法以2011级预防医学专业1班48名学生为以团队为基础的学习（team-based learning，TBL）组，2班49名学生为翻转课堂组。TBL组采用TBL与形成性评价，翻转课堂组采用翻转课堂与形成性评价。通过统一考试和教学满意度问卷调查进行教学效果评估。采用SPSS 17.0统计软件对组间数据行t检验、Wilcoxon检验、卡方检验；对翻转课堂组平时成绩和期末成绩行一元线性相关分析。结果翻转课堂组学生实验成绩[（9.21±1.14）分]和期末成绩[（66.76±4.53）分]明显高于TBL组学生实验成绩[（8.31±1.01）分]和期末成绩[（61.31±4.37）分]，差异有统计学意义（t=4.50，P=0.004；t=5.45，P=0.003）；翻转课堂组总评成绩优良情况好于TBL组（u=21.36，P=0.002）；翻转课堂组的平时成绩和期末成绩呈正相关（r=0.960，P=0.000）。问卷结果显示，翻转课堂组学生对教学方式给自身各方面带来积极影响的满意度，均高于TBL组（P〈0.05）。结论翻转课堂教学提高了学生的学习积极性、思维活跃性和交流能力。Objective To assess the applicative effect of the flipped classroom in nutrition and food hygiene. Methods 48 students of Class One from Grade 2011 majoring in preventive medicine were taken as the TBL group, with 49 students of Class Two as the flipped classroom group. The TBL group used TBL and the formative assessment, while the flipped classroom group used the flipped classroom and the forma-tive assessment. The teaching effect was evaluated through the unified examination and teaching satisfaction questionnaire survey. SPSS 17.0 statistical software was used for the data t test between the groups, and Wilcoxon test, chi square test were used for the linear correlation analysis of the usual grade and final grade of the flipped classroom group. Results The experimental scores （9.21 ±1.14） and the final scores （66.76±4.53） of the flipped classroom group students were significantly higher than the experimental scores （8.31±1.01） and final scores （61.31±4.37） of the TBL group and the difference was statistically significant （t=4.50, P=0.004; t=5.45, P=0.003）. The excellent distribution of the flipped classroom group＇s overall results were higher than that of the TBL group （u=21.36, P=0.002）. The usual scores and the final scores were positively correlated （r=0.960, P=0.000） in the flipped classroom group. The results of the question-naire showed that the flipped classroom group students＇ satisfaction with the positive impact the teaching methods had on all aspects of their own was higher than that of TBL group （P〈0.05）. Conclusion The flipped classroom teaching can help improve the students＇ learning enthusiasm, thinking activity and com-municative competence.

关 键 词：翻转课堂 以团队为基础的学习 营养与食品卫生学 形成性评价 

分 类 号：R1[医药卫生—公共卫生与预防医学]