妇产科翻转课堂教学效果影响因素的ISM分析  

ISM Aanalysis of the Factors Influencing the Effect of Flipped Classroom Teaching in Obstetrics and Gynecology

作　　者：戴小婷 刘蔚[1] 杨静[1] 马慧君[2] 陈婷[2] 童华[2] DAI Xiaoting;LIU Wei;YANG Jing;MA Huijun;CHEN Ting;TONG Hua(Education Section,Women’s Hospital of Nanjing Medical University,Nanjing Maternity and Child Health Care Hospital,Nanjing Jiangsu 210004,China;Science and Technology Division,Nanjing Maternity and Child Health Care Hospital,Nanjing Jiangsu 210004,China)

机构地区：[1]南京医科大学附属妇产医院(南京市妇幼保健院)教育处,江苏南京210004 [2]南京医科大学附属妇产医院(南京市妇幼保健院)科技处,江苏南京210004

出　　处：《中国继续医学教育》2021年第20期114-119,共6页China Continuing Medical Education

基　　金：2018年度研究生教育教学改革课题(SPOC专项)(SPOCYB201919)。

摘　　要：翻转课堂作为一种新型教学模式,为传统教学注入了新的生命力。在妇产科教学中应用翻转课堂教学模式是实现妇产科学教学信息化的有益探索。研究运用ISM建立了妇产科翻转课堂教学效果影响因素的五层次结构模型,明确影响妇产科翻转课堂教学效果的直接因素、关键性因素、推动因素、基础性因素和根源因素,并据此提出医院战略角度顶层设计、实施个性化教学、制定激励措施以及有效融合其他教学模式的优化策略,以便更好地开展妇产科翻转课堂教学,发挥最优教学效果。As a new teaching mode,flipped classroom has injected new vitality into traditional teaching.The application of flipped classroom teaching mode in obstetrics and gynecology teaching is a beneficial exploration to realize the informatization of obstetrics and gynecology teaching.The study used ISM to establish a five-level structure model of factors influencing the effect of flipped classroom teaching in obstetrics and gynecology,and clarifies the direct factors,key factors,driving factors,basic factors and root factors that affect the flipped classroom teaching in obstetrics and gynecology.Based on this,it puts forward the top-level design of hospital strategic angle,the implementation of personalized teaching,the formulation of incentive measures and the effective integration of other teaching models,in order to better carry out the flipped classroom teaching of obstetrics and gynecology and give full play to the best teaching effect.

关 键 词：“互联网+” ISM模型 妇产科 翻转课堂 教学效果 影响因素 教育 

分 类 号：G642[文化科学—高等教育学]