翻转课堂联合“以器官系统为中心”教学模式在机能学实验教学中的应用  

The application of flipped classroom combined with"organ-system-based curriculum model"in the teaching of functional experiment

作　　者：栾海蓉[1] 孙健[1] 王得利[2] 郎志芳[1] 郝艳坤[1] 王莹[1] LUAN Hairong;SUN Jian;WANG Deli;LANG Zhifang;HAO Yankun;WANG Ying(Department of Functional Experiment,Mudanjiang Medical College,Mudanjiang 157011,China;Department of Stomatology,Mudanjiang Medical College,Mudanjiang 157011,China)

机构地区：[1]牡丹江医学院机能学教研室,黑龙江牡丹江157011 [2]牡丹江医学院口腔教研室,黑龙江牡丹江157011

出　　处：《中国现代医生》2020年第24期147-150,共4页China Modern Doctor

基　　金：黑龙江省高等教育教学改革研究项目(SJGY20170402);牡丹江医学院教学改革项目(JY2016041)。

摘　　要：目的探讨翻转课堂联合“以器官系统为中心”的课程模式(organ-system-based curriculum model,OSB)在机能学实验教学中的应用。方法选取2019年3~6月参加机能学实验课程的的2017级护理本科6个班级共计162名学生作为研究对象,随机选取3个班级作为对照组,沿用普通的“OSB”教学方法,简称A组;另外3个班级作为观察组,采用翻转课堂联合“OSB”教学模式,简称B组。两组学生性别和年龄及既往成绩方面的差异无统计学意义(P>0.05)。分别用实验成功率、各项考核成绩和调查问卷形式来评测教学效果。结果(1)实验成功率:B组的a、b、c、f、g实验项目成功率明显高于A组,差异有统计学意义(P<0.05);(2)各项成绩:平时成绩、实验设计、实验报告,操作考试成绩及综合成绩方面,B组均明显优于A组,差异有统计学意义(P<0.01),提示翻转课堂联合“OSB”教学模式取得了良好的效果;(3)问卷调查:在提高学习兴趣和积极性、提高自学能力、提高师生互动率、提高团队协作能力、提高科研思维能力等方面,B组学生对医学机能学实验课堂教学方法认可度优于A组,差异有统计学意义(P<0.01)。结论翻转课堂联合“OSB”教学模式,可以提高机能学的教学质量和效率,是“OSB”教学模式课程体系理论教学的延伸和补充,有助于促进学生自学能力、团队协作能力和综合素质的全面提高。Objective To explore the application of flipped classroom combined with"organ-system-based curriculum model"in the teaching of functional experiment.Methods A total of 162 students from 6 classes of 2017 nursing undergraduate who attended functional experiment courses from March to June 2019 were selected as subjects.Three classes were randomly selected as the control group(group A),and were treated with the ordinary"OSB"teaching method.Another three classes were used as observation group(group B),and were treated with flipped classroom combined with"OSB"teaching mode.There were no significant differences in gender and age and past performance between the two groups(P>0.05).The teaching results were evaluated by the experimental success rate,various assessment results and questionnaires.Results(1)The success rate of a,b,c,f,g experimental items in group B was significantly higher than that in group A,and the difference was statistically significant(P<0.05);(2)The usual results,experimental design,experimental report,operational test scores and comprehensive scores in group B were significantly better than those of group A,and the difference was statistically significant(P<0.01),suggesting that the flipped classroom combined with“OSB”teaching mode achieved good results;(3)In the aspects of improving the interest and enthusiasm of learning,improving self-learning ability,improving the teacher-student interaction rate,improving teamwork ability,and improving research thinking ability,group B students had better recognition of medical functional experiment classroom teaching methods than group A,and the difference was statistically significant(P<0.01).Conclusion The flipped classroom combined with the"OSB"teaching mode can improve the teaching quality and efficiency of functional experiment.It is an extension and supplement to the theoretical teaching of the"OSB"teaching model system,which helps to promote students'comprehensive improvement of self-learning ability,teamwork ability and comprehensive quality.

关 键 词：机能实验学 教学方法 OSB教学法 翻转课堂 

分 类 号：G420[文化科学—课程与教学论]