基于学习偏好分析的医学文献检索混合式教学设计和优化  

Design and optimization of medical information retrieval blended teaching based on an empirical research of study preference

作　　者：王宇芳[1] 符礼平[1] 曹兵 刘振球 Wang Yufang;Fu Liping;Cao Bing;Liu Zhenqiu(Fudan University Library ＆ Department of Literature Retrieval,Shanghai Medical College,Fudan University,Shanghai 200032,China（Wang YF,Fu LP,Cao B;Grade 2015,Postgraduate of Department of Epidemiology,School of Public Health,Fudan University,Shanghai 200032,China（Liu ZQ)

机构地区：[1]复旦大学图书馆复旦大学上海医学院文献检索教研室,200032 [2]复旦大学公共卫生学院流行病学2015级研究,上海200032

出　　处：《中华医学教育杂志》2018年第5期709-713,共5页Chinese Journal of Medical Education

摘　　要：目的建立与知识点特征相适应、与学习行为规律相符合的混合式教学体系与学习资源，集各教学形式之长，优化教学设计。方法对学生学习偏好和学习行为数据进行实证分析。以复旦大学2015级八年制临床医学专业与2015级五年制基础医学专业中参加医学文献检索与利用A必修课程的194名学生为研究对象。从课程在线平台收集学习行为数据，应用问卷调查学生学习偏好，采用卡方检验和方差分析法分析数据。结果对于不同类型知识，学生对在线自主学习、基于问题学习（problem—based learning，PBL）、翻转课堂、教师课堂讲授结合学生上机操作4种教学形式的偏好差异有统计学意义，如导论（χ^2=36．01，P〈0．001）；基础知识倾向于在线学习，综合应用及思维方法类倾向于传统课堂讲授；对教学形式具有不同偏好的学生，其讨论参与度差异有统计学意义（χ^2=17．87，P〈0．001），但在线自测总评分差异无统计学意义；对于学习资源呈现形式，拆分为知识点的PDF格式的PPT最受青睐。结论在混合式教学设计中，不能仅停留于微视频制作和翻转课堂，应充分考虑各类型知识在学习特征上的差异，针对学生学习的偏好，综合实施多种教学形式。充分发挥在线自主学习优势，精心设计PBL和翻转课堂，加深难点知识内化，构建微格化的多维度学习资源，建立自主学习的倒逼机制。Objective With advantages of different teaching approach, design and optimize a blended teaching model and learning resource based on study preference and rules of learning. Methods Analyze the study preference and study behaviors of students who have participated in the medical literature retrieval and application A in Fudan University in 2017. The 194 students include grade 2015 in clinical medicine major with 8-year-program and grade 2015 in Basic Medicine major with 5-year-program. The study behavior data were collected from the online platform, and the study preference data from questionnaire. Chisq analysis and ANOVA analysis were applied to analyze the data. Results The study preferences were significant different among four teaching methods （online autonomous learning, PBL, flipped classroom, traditional teaching） in different type of knowledge, such as introduction （χ^2 = 36. 01, P〈0. 001 ）. For basic knowledge, students preferred the online autonomous learning; for comprehensive application and thinking method, students preferred traditional class teaching. There were significant differences in the discussion participation of students with different preferences in teaching form （χ^2= 17.87, P〈0. 001 ）, but there was no significant difference in online self-test scores. In the form of learning resources, the PPT divided by knowledge points inPDF format is the most popular. Conclusions In blended teaching design, Teachers should not only focus on micro-video and flipped classroom, the learning characteristics of various kinds of knowledge should be fully considered. Comprehensive implementation of a variety of teaching forms should be applied in view of the students＇ learning preference. Teachers should give full play to the advantages of online autonomous learning, carefully design the PBL and flipped classroom to deepen the knowledge internalization, build the micro-grid and multi-dimensional learning resource system, and establish the mechanism of self-learning supervise.

关 键 词：混合式教学 文献检索 教学资源 学习偏好 学习行为 

分 类 号：R-4[医药卫生] G434[文化科学—教育学]