高等医学院校“钉钉+MOOC+课堂教学混合教学模式”的应用研究  

Application of blending teaching modes of"DingTalk+MOOC+Classroom Teaching"in medical colleges and universities

作　　者：杨秀木[1,2] 申正付 朱玉[4] 王辅之 蒋召彬[6] 董萍萍 陈永侠 许华山 YANG Xiu-mu;SHEN Zheng-fu;ZHU Yu;WANG Fu-zhi;JIANG Zhao-bin;DONG Ping-ping;CHEN Yong-xia;XU Hua-shan(Research Center of General Medical Education Development,Bengbu Medical College,Bengbu Anhui 233030;School of Humanities and Social Sciences,University of Science and Technology of China,Hefei Anhui 230026;North Anhui Health Vocational College,Suzhou Anhui 234000;The First Affiliated Hospital of Bengbu Medical College,Bengbu Anhui 233004,China;School of Health Management,Bengbu Medical College,Bengbu Anhui 233030;School of Nursing,Bengbu Medical College,Bengbu Anhui 233030;Office of Teaching Quality Control and Evaluation,Bengbu Medical College,Bengbu Anhui 233030)

机构地区：[1]蚌埠医学院全科医学教育发展研究中心,安徽蚌埠233030 [2]中国科学技术大学人文与社会科学学院,安徽合肥230026 [3]皖北卫生职业学院,安徽宿州234000 [4]蚌埠医学院第一附属医院,安徽蚌埠233004 [5]蚌埠医学院卫生管理学院,安徽蚌埠233030 [6]蚌埠医学院护理学院,安徽蚌埠233030 [7]蚌埠医学院教学质量监控与评估处,安徽蚌埠233030

出　　处：《蚌埠医学院学报》2022年第1期126-130,共5页Journal of Bengbu Medical College

基　　金：安徽省教育厅教学研究重大项目(2019zdjg01,2017jyxm0253,2017jyxm0254);安徽省教育厅教学研究重点项目(2019jyxm1254);安徽省高等学校省级质量工程项目(2018mooc267);蚌埠医学院重大教学改革项目(2017jyxm02,2017jyxm03);安徽省高校人文社会科学重点研究基地“蚌埠医学院全科医学教育发展研究中心”招标项目(SK2018A0183,SK2017A0185)。

摘　　要：目的:探讨“钉钉+MOOC+课堂教学混合教学模式”下医学生自主学习对混合学习满意度的影响机制。方法:构建“钉钉+MOOC+课堂教学混合教学模式”进行9周教学。教学任务完成后采用一般情况调查表、自主学习量表、混合学习交互量表、混合学习任务价值量表和混合学习满意度量表对236名医学生进行测量。结果:医学生自主学习及维度、混合学习交互及维度、混合学习任务价值和混合学习满意度等两两研究变量之间均呈正相关关系(r=0.388~0.982,P<0.01)。结构方程模型结果显示,研究变量混合学习交互和混合学习任务价值在自主学习和混合学习满意度之间起到链式中介作用,拟合指数χ^(2)/df=2.671,RMSEA=0.091,CFI=0.96,TLI=0.94,SRMR=0.041。在中介变量混合学习交互和混合学习任务价值的作用下,自主学习对学习满意度的直接效应值为0.208,总效应值为0.390,间接效应值0.182,间接效应占总效应比例为46.67%。结论:“钉钉+MOOC+课堂教学混合教学模式”在《社区卫生服务管理》教学中取得了较好的教学绩效,构建了影响混合学习满意度的结构方程模型,可在其他相关课程中推广。Objective:To explore the influence mechanism of medical students′self-learning on blending learning satisfaction under the"DingTalk+MOOC+Classroom Teaching".Methods:A blending teaching modes of"DingTalk+MOOC+Classroom Teaching"was constructed for 9 weeks of teaching.A total of 236 medical students were measured using the general situation questionnaire,the self-learning scale,the blending learning interaction scale,the blending learning task value scale and the blending learning satisfaction scale after the completion of the teaching task.Results:There was a positive correlation between the two study variables,such as independent learning and dimension,blending learning interaction and dimension,blending learning task value and blending learning satisfaction(r=0.388-0.982,P<0.01).The results of the structural equation model showed that the value of the study variable blending learning interaction and blending learning task play a chain intermediary role between self-learning and blending learning satisfaction,and the fitting index wasχ^(2)/df=2.671,RMSEA=0.091,CFI=0.96,TLI=0.94,SRMR=0.041.Under the effect of blending learning interaction and blending learning task value of intermediary variables,the direct effect value of self-learning on learning satisfaction was 0.208,and the total effect value was 0.390,indirect effect value was 0.182,indirect effect ratio to total effect was 46.67%.Conclusions:Blending teaching mode of"DingTalk+MOOC+Classroom Teaching"has achieved better teaching performance in the teaching of<community health service management"course,and a structural equation model affecting blending learning satisfaction has been constructed,which can be popularized in other related courses.

关 键 词：混合教学模式 自主学习 学习满意度 

分 类 号：R192[医药卫生—卫生事业管理]