基于云教学平台的行动教学法在高职生理学教学中的应用研究
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摘要
目的探讨基于云教学平台的行动教学法在生理学教学的应用效果。方法于2017年9月至2018年3月(2017—2018学年第一学期)借助云教学平台构建信息化教学资源,设计组织教学活动,将行动教学法运用于镇江市高等专科学校卫生护理学院2017级高职护生的生理学教学中。便利选择1～4班护生191人为对照组,采用传统教学法;5～9班护生250人为试验组,采用基于云教学平台的行动教学法教学。观察新教学法对学生学习的自主性、参与度、满意度、教学效果等方面的影响,比较两组学生生理学期末达标测验成绩。结果试验组生理学期末达标测验成绩为(83.65±6.81)分,传统组为(74.47±8.99)分,差异有统计学意义(P<0.01);试验组学生到课率达99.03%,学习活动参与度>90%,其中讨论答疑参与度100%,在线测试参与度98.87%;试验组学生对基于云教学平台的线上、线下行动教学方式的总满意度(非常满意+满意)达68.8%。结论基于云教学平台的行动教学法能凸显学生的主体特征,调动学生学习的积极性,提高参与度,有效地提高高职护生生理学学习效果,拓展学生思维及综合能力。
Objective To explore the application effect of Action Teaching Method based on cloud teaching platform in physiology teaching.Methods From September 2017 to March 2018(the first semester of the 2017-2018 school year), the information teaching resources were constructed with the help of the cloud teaching platform. The teaching activities were designed with the Action Teaching Method being applied to the teaching of physiology for high-level nursing students in the Health Care College of Zhenjiang College. One hundred and ninety-one nursing students in 1-4 classes were selected and enrolled into control group by the method of convenience sampling who were taught by traditional teaching method. Two hundred and fifty students in 5-9 classes were enrolled into experimental group who receiving the Action Teaching Method based on cloud teaching platform teaching. The influence of the new teaching method on students' independence, participation, satisfaction and teaching effect were compared between the two groups. Results The final score of experimental group was(83.65±6.81) which was higher than that of traditional group(74.47±8.99). The difference was statistically significant(P<0.01).The rate of attendance in experimental group reached 99.03%. More than 90% of the students in experimental group participated in the learning activities. The participation percents of discussion and test were 100% and 98.87%, respectively. The overall satisfaction of learning reached 68.8%. Conclusions The Action Teaching Method based on cloud teaching platform can effectively enhance the effect of physiological learning and improve the abilityof thinking.
Objective To explore the application effect of Action Teaching Method based on cloud teaching platform in physiology teaching.Methods From September 2017 to March 2018(the first semester of the 2017-2018 school year), the information teaching resources were constructed with the help of the cloud teaching platform. The teaching activities were designed with the Action Teaching Method being applied to the teaching of physiology for high-level nursing students in the Health Care College of Zhenjiang College. One hundred and ninety-one nursing students in 1-4 classes were selected and enrolled into control group by the method of convenience sampling who were taught by traditional teaching method. Two hundred and fifty students in 5-9 classes were enrolled into experimental group who receiving the Action Teaching Method based on cloud teaching platform teaching. The influence of the new teaching method on students' independence, participation, satisfaction and teaching effect were compared between the two groups. Results The final score of experimental group was(83.65±6.81) which was higher than that of traditional group(74.47±8.99). The difference was statistically significant(P<0.01).The rate of attendance in experimental group reached 99.03%. More than 90% of the students in experimental group participated in the learning activities. The participation percents of discussion and test were 100% and 98.87%, respectively. The overall satisfaction of learning reached 68.8%. Conclusions The Action Teaching Method based on cloud teaching platform can effectively enhance the effect of physiological learning and improve the abilityof thinking.
引文
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[3] 谢雅萍,梁素蓉.行动学习:研究现状与未来展望[J].技术经济,2016,35(1):61-70.
[4] 高华.行动导向教学模式在高职护理《基础护理学》教学中的构建与效果评价[D].中南大学,2012.
[5] 张东东,梁衍锋,康玉明,等.病理生理学教学中“行动导向”教学效果评价[J].医学教育研究与实践,2017,25(1):102-104,144.
[6] 段春燕,张春燕,段烨,等.形成性考试制度在医学生物化学教学中的实践[J].现代预防医学,2014,41(3):576-577.
[7] 冯辉,祁赞梅,曹雅明.形成性评价在医学免疫学教学中的应用[J].基础医学与临床,2016,36(8):1172-1175.
[8] 杨金香,李俊波,白慧云.药学专业化学实验课程中运用形成性评价的探索与实践[J].化学教育,2015,(10):57-60.