基于交互设计的病理学混合式翻转教学对学生学习自主性的影响  

The effect of mixed flipped teaching in pathology based on interactive design on students′learning autonomy

作　　者：陈嵘 李明泓 汝晶 孟卓然 谭丽萍 李娟 石西南 CHEN Rong;LI Minghong;RU Jing;MENG Zhuoran;TAN Liping;LI Juan;SHI Xinan(School of Basic Medical Sciences,Yunnan University of Traditional Chinese Medicine,Kunming 650500)

机构地区：[1]云南中医药大学基础医学院,昆明650500

出　　处：《中医教育》2024年第4期102-107,共6页Education of Chinese Medicine

基　　金：云南中医药大学教育科学研究课题(No.YB220301)。

摘　　要：目的在病理学混合式翻转教学中采用交互设计,并探讨该教学模式对学生学习自主性的影响。方法基于三向交互决定论设计病理学混合式翻转教学模式,以自愿为原则随机抽取云南中医药大学中西医临床医学专业2个同质本科生班级119人为研究对象,分为试验组60人和对照组59人,组间均衡可比。其中,试验组采用混合式翻转教学,对照组采用传统教学。课程开始前3 d与结束后1 d时以自编“自主学习量表”进行问卷调查;课中分析试验组学习活跃度;采用相同的时间、方式、试卷对2组进行3次闭卷测验,完成形成性评价。结果试验组学生前后比较,自主学习量表总分及各维度评分均有提高,且试验组学生课后评分均高于对照组学生;其差异均具有统计学意义(P<0.05);试验组在课程过程中学习活跃度均提高,且线上、线下学习活跃度一致,随教学时间推移呈现逐渐增多并稳定的趋势;试验组学生第2、3次测验成绩均高于对照组学生,且优于第1次测验成绩,其差异具有统计学意义(P<0.05)。结论交互设计病理学混合式翻转教学可提高学生的学习自主性,有利于增强教学效果。Objective To employ interactive design in blended flipped teaching of pathology and explore its impact on students′autonomy in learning.Methods A blended flipped teaching model for pathology,based on triadic interaction determinism,was designed and implemented.Two homogeneous undergraduate classes(n=119)from the Clinical Medicine program of Yunnan University of Traditional Chinese Medicine,combining Chinese and Western medicine,were randomly selected based on voluntary participation and divided into an experimental group(n=60)and a control group(n=59),ensuring comparability between groups.The experimental group used the blended flipped teaching approach,while the control group received traditional teaching.Surveys using a selfdeveloped“Autonomous Learning Scale”were conducted 3 days before the start and 1 day after the end of the course;in-class analysis of the experimental group’s activity was performed.Both groups underwent three identical closed-book tests at the same intervals and modes to complete the formative assessment.Results The experimental group showed significant improvements in the total score and dimensions of the autonomous learning scale compared to before,and post-course scores were higher than those of the control group(P<0.05).Activity levels increased over the course,consistent both online and offline,showing a progressively stable trend.Scores of the experimental group in the second and third tests were higher than those of the control group and improved compared to their first test,with statistically significant differences(P<0.05).Conclusion Interactive design in blended flipped teaching of pathology enhances student autonomy in learning,thus improving educational outcomes.

关 键 词：病理学 医学生 混合式翻转教学模式 心理交互 自主学习 

分 类 号：G642.4[文化科学—高等教育学]