翻转课堂教学模式在口腔颌面外科学中的应用与效果评价
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摘要
目的探讨翻转课堂教学模式应用于本科学生口腔颌面外科学教学的效果。方法在我校口腔医学专业2014级本科班中采用便利抽样的方法随机选取1个班60名学生作为观察组,另外1个班60名学生作为对照组。观察组的口腔颌面外科学课程14学时,重点内容采用翻转课堂教学模式,对照组采用传统的教学方法。课程结束后,采用理论测试、访谈及问卷调查的形式对翻转课堂的教学效果进行评价。结果观察组学生理论课成绩明显高于对照组(P<0.05);访谈结果显示观察组对翻转课堂的实施持积极态度;问卷调查结果显示,学生的自主学习能力高于对照组(P<0.05)。结论翻转课堂有助于激发学生学习积极性、提高学生学习成绩和自主学习能力。
Objective To investigate application effects of Flipped Classroom model in the teaching of oral and maxillofacial surgery for undergraduate.Methods Convenience sampling method was used to sampling a class of undergraduate students( n = 60) in grade 2014 from stomatology of our college as the observation group,and another class of undergraduate students( n = 60) was chose as control group. The schedule of oral and maxillofacial surgery in observation group was 14 class hour,and Flipped Classroom teaching methods was used,the control group received traditional teaching method. After the end of the course,the evaluation of teaching was practiced in the form of theoretical test,interview and questionnaire survey. Results The score of theoretical examination in the observation group was significantly higher than that in the control group( P < 0. 05). The interview results showed that the observation group has a positive attitude towards the application of flipped classroom. Scores of autonomous learning ability in the observation group were higher than those in the control group( P < 0. 05). Conclusions The flipped classroom model is beneficial to stimulate students ' learning enthusiasm,improve students' learning achievement and self-learning ability.
Objective To investigate application effects of Flipped Classroom model in the teaching of oral and maxillofacial surgery for undergraduate.Methods Convenience sampling method was used to sampling a class of undergraduate students( n = 60) in grade 2014 from stomatology of our college as the observation group,and another class of undergraduate students( n = 60) was chose as control group. The schedule of oral and maxillofacial surgery in observation group was 14 class hour,and Flipped Classroom teaching methods was used,the control group received traditional teaching method. After the end of the course,the evaluation of teaching was practiced in the form of theoretical test,interview and questionnaire survey. Results The score of theoretical examination in the observation group was significantly higher than that in the control group( P < 0. 05). The interview results showed that the observation group has a positive attitude towards the application of flipped classroom. Scores of autonomous learning ability in the observation group were higher than those in the control group( P < 0. 05). Conclusions The flipped classroom model is beneficial to stimulate students ' learning enthusiasm,improve students' learning achievement and self-learning ability.
引文
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[8]孟立锋,杨端云,粟胜勇.基于翻转课堂的“互联网+课堂”教学模式在本科中医内科学教学中的应用探讨[J].中医教育,2017,36(1):28-32.
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[2]孙利平.本土文化背景下翻转课堂教学模式分析[J].湖北广播电视大学学报,2016(3):3-6.
[3]胡倩.口腔颌面外科学的教学方法初探[J].课程教育研究,2017(33):127-128.
[4]Cheng SF,Kuo CL,Lin KC,et al.Development and preliminary testing of a self rating instrument to measure self directed learning ability of nursing students[J].Int J Nurs Stud,2010,47(9):1152-1158.
[5]蒋楠楠,谢晖,徐淑秀.失能老人家庭照顾者真实体验的研究[J].泰山医学院学报,2015,7(35):752-754.
[6]冯智强,陈铁,陈旭锋,等.口腔种植学教学方法改革新思路[J].现代医药卫生,2016,32(17):2758-2759.
[7]赵文杰,黎庆,郭祥林.口腔颌面外科学教学创新改革实践[J].现代医药卫生,2017,33(1):123-125.
[8]孟立锋,杨端云,粟胜勇.基于翻转课堂的“互联网+课堂”教学模式在本科中医内科学教学中的应用探讨[J].中医教育,2017,36(1):28-32.
[9]蒋楠楠,谢虹,钱荣,等.翻转课堂的发展及在我国护理教育中应用的思考[J].牡丹江医学院学报,2017,38(2):159-163.
[10]杨亚宁,廖碧珍,朱萍.翻转课堂模式在本科妇产科护理学教学中的应用研究[J].中华护理教育,2017,14(2):157-160.
[11]邰春玲,隋树杰.翻转课堂的应用现状及展望[J].中华护理教育,2016,13(4):315-318.