不同线上教学模式中学生的学习行为与学习效果分析——以“生理学”课程为例  

Analysis of students'learning behavior and learning effect in different online teaching modes:Taking physiology course as an example

作　　者：徐阳婷 蒋佳伶 邓静[2] 暨明[3] 罗自强[3] XU Yangting;JIANG Jialing;DENG Jing;JI Ming;LUO Ziqiang(Central South University,Xiangya School of Medicine,Changsha 410013,China;Central South University,School of Public Health,Changsha 410013,China;Central South University,School of Basic Medical Science,Changsha 410013,China)

机构地区：[1]中南大学湘雅医学院,长沙410013 [2]中南大学公共卫生学院,长沙410013 [3]中南大学基础医学院,长沙410013

出　　处：《中国医学教育技术》2022年第2期195-199,共5页China Medical Education Technology

基　　金：湖南省普通高等学校课程思政建设研究基金资助项目(HNKCSZ-2020-0061);湖南省学位与研究生教育改革研究项目(2020JGYB028);中南大学“课程思政”专项建设立项基金资助项目(2019096);中南大学深化创新创业教育改革研究项目(2019CG019)。

摘　　要：目的探讨生理学两种线上教学模式中学生的学习行为与学习效果。方法选择中南大学湘雅医学院2018级临床医学专业学生296人为研究对象,其中140人采用线上翻转课堂教学,156人采用线上翻转-直播教学;分析其在中国大学MOOC平台所提供的小规模限制性在线课程中的学习数据和线下期末考试成绩。结果因学生线下期末考试成绩与观看SPOC视频的时长不服从正态分布,以中位数和上下四分位数M(P25,P75)表示。关于线下期末考试成绩(单位:分):线上翻转课堂教学组中全体学生的线下期末考试成绩为70.3(54.1,80.5),高分段为83.5(81.5,87.3),中间段为69.5(62.4,74.5),均高于线上翻转-直播教学组中对应分数段学生的成绩(P<0.01);线上翻转课堂中低分段学生的线下期末考试成绩为44.8(38.4,52.1),线上翻转-直播中低分段为49.5(42.5,51.5),差异无统计学意义(z=-0.998,P=0.318)。定义学生观看SPOC视频的总时长中超过900 min的部分为“超基本要求观看视频的时长”(单位:min,以下简称“超时长”),超时长不参与学生成绩构成,反映学生自主学习投入度:线上翻转课堂教学组中高分段学生观看视频的超时长为708(409,1044),而线上翻转-直播中高分段为458(115,870),差异有统计学意义(z=-2.143,P=0.032);线上翻转课堂教学组学生的线下期末考试成绩与超时长呈正相关(r_(s)=0.420,P<0.001),而线上翻转-直播教学组无相关性(r_(s)=0.046,P=0.569)。结论线上翻转课堂的教学效果优于线上翻转-直播教学,学生的自主学习投入度更高。Objective To explore the learning behavior and learning effect of students in two online teaching modes in Physiology course.Methods 296 clinical medical major students enrolled in 2018 in Xiangya School of Medicine,Central South University were selected as the objects,among which 140 students were taught in online Flipped Classroom,and 156 in online Flipped Classroom-live lecture.Students'learning data of small private online course(SPOC)on China University MOOC platform and their offline final scores were analyzed.Results Due to that students'offline final scores and duration of watching the SPOC videos are not subject to normal distribution,it is expressed by median and upper and lower quartile M(P25,P75).The offline final scores of all students in the online Flipped Classroom teaching group were 70.3(54.1,80.5),with 83.5(81.5,87.3)in the high segment and 69.5(62.4,74.5)in the middle segment,which were higher than those of students in the corresponding score segment in the online Flipped Classroom-live lecture teaching group(P<0.01).The offline final scores of students in low segment in online Flipped Classroom were 44.8(38.4,52.1),and those in the online Flipped Classroom-live lecture were 49.5(42.5,51.5).The difference was not statistically significant(z=-0.998,P=0.318).It was defined that among the total time students watched SPOC videos,the part exceeded 900 minutes was called“the duration of watching video beyond the basic requirements”(unit:min)(hereinafter referred to as“overtime duration”).“Overtime duration”was not included in students'scores,but it reflected students self-learning engagement.In the online Flipped Classroom teaching group,the overtime duration of students in high segment was 708(409,1044),while that of students in high segment of the online Flipped Classroom-live lecture teaching group was 458(115,870),and the difference was statistically significant(z=-2.143,P=0.032).The offline final score of students in the online Flipped Classroom teaching group was positively correlat

关 键 词：线上教学 线上翻转课堂 在线直播授课 学习行为 学习效果 

分 类 号：G434[文化科学—教育学] G642.0[文化科学—教育技术学]