慕课联合翻转课堂教学模式在口腔正畸头影测量实验教学中的应用  

Application of MOOCs combined with flipped classroom teaching mode in experimental teaching of orthodontics cephalometry

作　　者：李麒麟 张智星[1,2] 毛靖[1,2] 龚士强 LI Qi-lin;ZHANG Zhi-xing;MAO Jing;CONG Shi-qiang(Department of Orthodontics,Center of Stomatology,Tongji Hospital,Tongji Medical College,Huazhong University of Science and Technology,Hubei Wuhan 430030,China;Department of Orthodontics,School of Stomatology,Tongji Medical College,Huazhong University of Science and Technology,Hubei Wuhan 430030,China)

机构地区：[1]华中科技大学同济医学院附属同济医院口腔正畸科,湖北武汉430030 [2]华中科技大学同济医学院口腔医学院正畸学系,湖北武汉430030

出　　处：《临床口腔医学杂志》2024年第8期481-484,共4页Journal of Clinical Stomatology

基　　金：国家自然科学基金面上项目(81771121);湖北省本科高校省级教学改革研究项目(2023043);华中科技大学同济医学院第二临床学院教改项目(23-2DEL03007-05)。

摘　　要：目的:探讨慕课联合翻转课堂的混合教学模式在口腔正畸学头影测量实验教学中的应用效果,为提升口腔正畸学的教学质量提供参考。方法:将2021年1月~2022年12月在我院口腔正畸科进行临床学习的70名学员作为研究对象,随机分为对照组(n=35,采用传统教学模式)和实验组(n=35,采用慕课联合翻转课堂的混合教学模式)。分别比较传统教学以及慕课联合翻转课堂教学模式对口腔正畸头影测量教学的影响,以及对学员头影测量准确度的影响。通过问卷调查的形式评价两组学员的教学效果。结果:实验组学员头影测量SNA、SNB、MP-FH和U1-SN测量差值(准确度)分别为(2.35±0.48)°、(1.51±0.37)°、(3.34±0.69)°和(1.74±0.45)°,而对照组学员测量差值(准确度)分别为(3.82±1.42)°、(2.64±0.48)°、(5.15±1.64)°和(3.64±0.77)°,实验组测量差值小于对照组(P<0.05)。问卷调查显示,实验组学员的独立思考能力、团队协作能力、语言表达能力、文献阅读能力和自主学习能力,对教学方法的适应力评分等均高于对照组,差异具有统计学意义(P<0.05)。结论:慕课联合翻转课堂的混合教学模式能显著提高口腔正畸学头影测量实验教学的效果,有利于学员更好掌握口腔正畸学的理论知识和临床技能。Objective:To explore the application effectiveness of the blended teaching mode of MOOCs combined with flipped classroom(FCM)in the experimental teaching of cephalometric measurement in orthodontics,and provide references for improving the teaching quality of orthodontics.Methods:Seventy students who conducted clinical studies in the Orthodontic Department of Tongji Hospital from January 2021 to December 2022 were selected as the research objects,and they were randomly divided into a control group(n=35,using traditional teaching mode)and an experimental group(n=35,using the blended teaching mode of MOOC combined with flipped classroom).The impact of traditional teaching and the blended teaching mode of MOOC combined with flipped classroom on cephalometric measurement teaching in orthodontics,as well as the impact on students'accuracy in cephalometric measurement,were compared.The teaching effects of the two groups of students were evaluated through a questionnaire survey.Results:The measurement differences of SNA,SNB,MP-FH and U1-SN in cephalometric measurements for students in the experimental group were(2.35±0.48)°,(1.51±0.37)°,(3.34±0.69)°,and(1.74±0.45)°,respectively,while those of the control group were(3.82±1.42)°,(2.64±0.48)°,(5.15±1.64)°,and(3.64±0.77)°,with the measurement differences in the experimental group significantly lower than those in the control group,showing statistical significance(P<0.05).The results of the questionnaire survey showed that the experimental group students'independent thinking ability,teamwork skills,language expression ability,literature reading ability,self-learning ability,and adaptability to teaching methods were all higher than those of the control group,with statistical significance(P<0.05).Conclusion:The blended teaching mode of MOOC combined with FCM can significantly improve the effectiveness of cephalometric measurement experimental teaching in orthodontics,and is beneficial for students to master the theoretical knowledge and clinical skills of ortho

关 键 词：慕课 翻转课堂 口腔正畸头影测量教学 教学改革 

分 类 号：R78[医药卫生—口腔医学]