BOPPPS教学模式在药理教学中的应用效果观察
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摘要
目的:研究BOPPPS教学模式在药理教学中的应用效果。方法:选取我院2017级药理学专业的4个班级共87名学生,随机数字表法分为研究组(2个班,共45名学生)和对照组(2个班,共42名学生)。对照组施行授课为基础(LBL)教学模式,研究组施行BOPPPS教学模式。对比两组教学情况、学生评判性思维评分及期末成绩优良率。结论:在药理教学中应用BOOPPS教学模式,能显著改善课堂氛围,提高学生课堂积极性及注意力,改善学生评判性思维,从而有效提高教学效果。
Objective To study the application effect of BOPPPS teaching mode in pharmacology teaching. METHODS87 students from 4 classes of pharmacology major in 2017 were selected. Random number table method was used to study group(2 classes, 45 students) and control group(2 classes, 42 students). The control group was given LBL teaching mode,while the research group was given BOPPPS teaching mode. The two groups were compared in terms of teaching situation,students' critical thinking score and the excellent and good rate of final results. Conclusion The application of BOOPPS teaching mode in pharmacology teaching can significantly improve the classroom atmosphere, enhance students' enthusiasm and attention, improve students' critical thinking, and thus effectively improve the teaching effect.
Objective To study the application effect of BOPPPS teaching mode in pharmacology teaching. METHODS87 students from 4 classes of pharmacology major in 2017 were selected. Random number table method was used to study group(2 classes, 45 students) and control group(2 classes, 42 students). The control group was given LBL teaching mode,while the research group was given BOPPPS teaching mode. The two groups were compared in terms of teaching situation,students' critical thinking score and the excellent and good rate of final results. Conclusion The application of BOOPPS teaching mode in pharmacology teaching can significantly improve the classroom atmosphere, enhance students' enthusiasm and attention, improve students' critical thinking, and thus effectively improve the teaching effect.
引文
[1]刘君.PBL教学模式在药理学实验教学中的应用及效果评价[J].中国地方病防治杂志,2016,31(7).
[2]陶小军,徐志立,杨静娴,等.学生分组讨论学习模式在药理学教学中的应用[J].中国中医药现代远程教育,2018,20(8).
[2]陶小军,徐志立,杨静娴,等.学生分组讨论学习模式在药理学教学中的应用[J].中国中医药现代远程教育,2018,20(8).