基于PBL的翻转课堂模式在高专病理学教学中的应用  

The Application of PBL-based Flippid Classroom Teaching Model in the Teaching of Pathology in Higher Vocational Colleges

作　　者：周瑶[1] 唐毅[2] 刘映[1] 黄旭[1] 邹艳[1] ZHOU Yao;TANG Yi;LIU Ying;HUANG Xu;ZOU Yan(Department of basic medicine,Hunan Traditional Chinese Medical College,Hunan Province,Zhuzhou 412012,China;Department of Dermatology,the First Affiliated Hospital of Hunan Traditional Chinese Medical College,Hunan Province,Zhuzhou 412008,China)

机构地区：[1]湖南中医药高等专科学校基础医学部,湖南株洲412012 [2]湖南中医药高等专科学校附属第一医院皮肤科,湖南株洲412008

出　　处：《中国中医药现代远程教育》2018年第14期5-7,共3页Chinese Medicine Modern Distance Education of China

基　　金：湖南中医药高等专科学校教学建设项目【No.XJ201702】

摘　　要：目的研究基于PBL的翻转课堂教学模式在高专病理学教学中的应用效果。方法选取我校2016级护理专科1~4班的学生共216例,按照随机分配法将其分为观察组和对照组,每组各108例,研究时间为2017年2月—2017年7月。对照组学生接受传统教学方案,而观察组学生采取基于PBL的翻转课堂教学模式进行授课。比较2组学生于该学期后的教学满意度,同时比较教学效果以及期末考试情况。结果教学后,观察组的教学满意度91.67%明显高于对照组76.85%(χ2=8.936,P=0.003);观察组的教学效果各项评分明显高于对照组(P<0.01),且期末考试成绩通过率为90.74%(98/108),亦高于对照组的79.63%(86/108)(P<0.05)。结论基于PBL的翻转课堂教学模式大大改善了高专学生对病理学的学习效率,增强了学生的学习积极性,提高了学生的学业成绩,且获得了较高的教学评价,提升了教学质量。Objective To study the application effect of PBL-based flipped classroom teaching model in tertiary education pathology teaching. Methods The subjects were 156 students of Grade 1-3 of the 2016 NURSING SPEcialties of our school. They were divided into observation group and control group according to the random distribution method, with 78 cases in each group. The study time was from September 2017 to January 2018, duration of one semester. The students in the control group accepted the traditional teaching program, while the students in the observation group took the PBL-based flipping classroom teaching mode. The teaching satisfaction of the two groups of students after the semester was compared. At the same time, the teaching effect evaluation and the final examination were compared. Results After teaching, the satisfaction of the observation group（ 91.67%） was significantly higher than that of the control group（ 76.85%）（ χ2=8.936, P =0.003）. The teaching effect of the observation group was significantly higher than that of the control group（P〈0.01）, and the passing rate of the final examination results（90.74%） of the observation group was also higher than that of the control group（ 79.63%）（ P 〈0.05）. Conclusion The PBL-based flipped classroom teaching model greatly improved the students＇ efficiency in learning pathology, enhanced their enthusiasm for learning,improved their academic performance, and achieved higher teaching evaluation and improved teaching quality.

关 键 词：PBL 翻转课堂 专科护理 病理学 

分 类 号：G434[文化科学—教育学] R-4[文化科学—教育技术学]