基于微课的翻转课堂在解剖学实验教学中的应用  

Application of flipped classroom based on micro-lectures in anatomy laboratory teaching

作　　者：杨春壮[1] 马英[2] 徐永良[1] 李明秋[1] 安佰柱[1] 张静[1] Yang Chunzhuang;Ma Ying;Xu Yongliang;Li Mingqiu;An Baizhu;Zhang Jing(Mudanjiang Medical University,Mudanjiang 157011,Heilongjiang,China;Library,Mudanjiang Medical University,Mudanjiang 157011,Heilongjiang,China)

机构地区：[1]牡丹江医学院,黑龙江牡丹江157011 [2]牡丹江医学院图书馆,黑龙江牡丹江157011

出　　处：《中国高等医学教育》2023年第7期93-95,共3页China Higher Medical Education

基　　金：牡丹江医学院教育教学改革项目:系统解剖学教学中对基于SPOC的翻转课堂教学模式的研究与实践(MYZD20180003);牡丹江医学院教育教学改革项目:基于Moodle平台的翻转课堂在医学文献检索课中的实践研究(MYZD20180005);黑龙江省高校图工委科研项目:基于情景感知的智慧图书馆阅读推荐服务模式及评价研究(2021-084-B);黑龙江省省属高等学校基本科研业务费科研项目:双一流建设背景下高校图书馆嵌入式学科服务模式与质量评价研究(2020-KYYWF-0800)。

摘　　要：目的:探讨基于微课的翻转课堂教学方式在解剖学实验教学中的实施方法和应用效果。方法:选取牡丹江医学院2019级临床专业学生120人为研究对象,随机分为试验组和对照组,每组均为60人。对照组的实验教学采用传统教学方式,试验组采用基于微课的翻转课堂教学方式。课程结束后通过实验理论考核、实验技能考核及问卷调查等方法,评价两种教学方式的教学效果。结果:试验组的实验理论考核成绩和实验技能考核成绩均高于对照组(P<0.05);问卷调查显示,试验组学生在自主学习能力、知识理解和记忆、分析和解决问题能力、团队协作精神和实验操作能力方面的评价明显优于对照组(p<0.05)。结论:基于微课的翻转课堂教学方式可有效提高解剖学实验教学的质量,值得高等医学院校应用。Objective:To explore the implementation method and application effect of the flipped classroom teaching approach based on micro-lectures in anatomy laboratory teaching.Methods:A total of 120 clinical specialty students from Mudanjiang Medical University in 2019 were selected as the research subjects and randomly divided into an experimental group and a control group,with 60 students in each group.The control group received traditional teaching methods in the laboratory,while the experimental group received the flipped classroom teaching approach based on micro-lectures.After the course,the teaching effect of the two methods was evaluated through experimental theory assessments,experimental skill assessments,and questionnaire surveys.Results:The experimental group had higher scores in experimental theory assessments and experimental skill assessments compared to the control group(P<0.05).The questionnaire survey showed that the evaluation of the experimental group in terms of self-learning ability,knowledge understanding and memory,analytical and problem-solving abilities,teamwork spirit,and experimental operation abilities were significantly better than those of the control group(p<0.05).Conclusion:The flipped classroom teaching approach based on micro-lectures can effectively improve the quality of anatomy laboratory teaching and is worthy of wide application in higher medical institutions.

关 键 词：微课 翻转课堂 人体解剖学 实验教学 

分 类 号：G642.0[文化科学—高等教育学]