翻转课堂结合对分课堂在七年制临床医学生眼科教学中的应用效果  

Application effect of flipped classroom combined with divided classroom in the teaching of Ophthalmology for seven-year clinical medical students.

作　　者：蔡洁[1] 杨勇[1] 胡明[1] CAI Jie;YANG Yong;HU Ming(Department of Ophthalmology,the First Affiliated Hospital of Guangxi Medical University,Guangxi Zhuang Autonomous Region,Nanning530021,China)

机构地区：[1]广西医科大学第一附属医院眼科,广西南宁530021

出　　处：《中国当代医药》2022年第36期168-172,共5页China Modern Medicine

基　　金：广西医疗卫生适宜技术开发与推广应用项目(S2021093);广西医科大学教育教学改革立项项目(2021XJGA18)。

摘　　要：目的 探讨翻转课堂结合对分课堂在七年制临床医学生眼科教学中的应用效果。方法 选取2020年9月至2021年12月广西医科大学七年制临床医学(5+3)的317名本科生作为研究对象,依据不同年级分为观察组(167名)和对照组(150名)。观察组采用翻转课堂结合对分课堂教学模式,对照组采用以教师为主体的传统授课方式,比较两组本科生的课后随堂测试成绩及课后问卷调查的评分。结果 观察组本科生的课后随堂测试成绩为(88.25±7.32)分,高于对照组的(80.15±6.50)分,差异有统计学意义(P<0.05)。观察组本科生调查问卷中的总分及对学生的自学能力、自我管理能力、团队合作能力、课程参与度、对教学模式接受度方面的评分均高于对照组,差异有统计学意义(P<0.05)。结论 翻转课堂结合对分课堂教学模式不仅可以提高学习成绩,还可以充分调动学生的上课积极性,增加师生、生生互动,提高教师效能感。Objective To explore the application effect of flipped classroom combined with divided classroom in the teaching of ophthalmology for seven-year clinical medical students. Methods A total of 317 undergraduate students of seven-year clinical medicine(5+3) in Guangxi Medical University from September 2020 to December 2021 were selected as the research objects, and they were divided into the observation group(167 cases) and the control group(150 cases) by different grades. The observation group adopted the flipped classroom combined with the divided classroom teaching mode,while the control group adopted the traditional teacher-dominated teaching mode. The scores of in-class test and questionnaire survey after class of the two groups of undergraduates were compared. Results The scores of undergraduate students of in-class test in the observation group after class were(88.25±7.32) points, which was higher than that in the control group([80.15±6.50] points), with statistically significant difference(P<0.05). The total score and the scores on the students’ self-learning ability, self-management ability, teamwork ability, course participation, and acceptance of the teaching mode in the undergraduate questionnaire of the observation group were higher than those of the control group, with statistically significant differences(P<0.05). Conclusion Flipped classroom combined with divided classroom teaching mode can not only improve academic performance, but also fully mobilize students’ enthusiasm in class, increase interaction between teachers and students, students and students, and improve teachers’ sense of efficacy.

关 键 词：对分课堂 翻转课堂 眼科学 

分 类 号：G642.4[文化科学—高等教育学]