APOS理论联合批判性思维能力评估在医学影像学翻转课堂教学中的应用  

Application of APOS Theory Combined with Critical Thinking Ability Assessment in Flipped Classroom Teaching of Medical Imaging Science

作　　者：祁英[1] 赵鹏飞[2] 侯阳[1] QI Ying;ZHAO Pengfei;HOU Yang(Shengjing Hospital of China Medical University,Shenyang City,Liaoning Province,China110004;School of Pharmacy,China Medical University,Shenyang City,Liaoning Province,China110000)

机构地区：[1]中国医科大学附属盛京医院,辽宁沈阳110004 [2]中国医科大学药学院,辽宁沈阳110000

出　　处：《卫生职业教育》2025年第9期46-50,共5页HEALTH VOCATIONAL EDUCATION

基　　金：2023年辽宁省研究生教育教学改革研究项目“基于电子档案袋管理系统和OBE-CDIO理念的研究生培养质量评价体系”(LNYJG2023209);2024年中国医科大学第二临床学院“十四五”院级教改项目开放课题“基于CIPP评价模型构建智能化影像思维诊疗训练与考核平台”(SJJG-2024YB07)。

摘　　要：目的探讨APOS理论联合批判性思维能力评估在医学影像学翻转课堂教学中的应用效果。方法回顾性收集中国医科大学影像专业123名学生医学影像学课堂教学数据,依据不同授课方式分为两组,即基于APOS理论授课的FC(翻转课堂)组63人、传统讲授式(LBL)组60人。通过期末考试、学习主动性和综合学习能力问卷、批判性思维能力量表(CTDI)得分评价两组教学效果。结果FC组的期末成绩、学习主动性和综合学习能力问卷得分高于LBL组(P<0.05)。两组CTDI得分比较差异无统计学意义,但FC组正性批判性思维倾向的学生比例略高于LBL组。结论基于APOS理论授课的FC教学法能满足医学影像学教学需要,提高学生学习成绩,联合批判性思维能力评估有助于培养学生正性批判性思维。Objective To explore the application effect of APOS theory combined with critical thinking ability assessment in flipped classroom teaching of medical imaging sciences.Methods A retrospective collection of medical imaging sciences classroom teaching data was conducted on 123 students majoring in medical imaging sciences from China Medical University.They were divided into two groups based on different teaching methods:the FC(flipped classroom)group with 63 students received based on APOS theory and the traditional lecture-based learning(LBL)group with 60 students.Evaluated the teaching effectiveness of two groups through final exams,Learning Initiative and Comprehensive Learning Ability Questionnaires,and Critical Thinking Disposition Inventory(CTDI)scores.Results The final grades,learning initiative,and Comprehensive Learning Ability Questionnaire scores of the FC group were higher than those of the LBL group(P<0.05).There was no statistically significant difference in CTDI scores between the two groups,but the proportion of students with positive critical thinking tendencies in the FC group was slightly higher than that in the LBL group.Conclusion The FC teaching method based on APOS theory can meet the needs of medical imaging sciences teaching,improve students′academic performance,and combine critical thinking ability assessment to cultivate students′positive critical thinking.

关 键 词：APOS理论 翻转课堂 医学影像学 批判性思维能力 

分 类 号：G424.1[文化科学—课程与教学论]