基于“娱教”的翻转课堂在妇产科双语教学中的应用研究
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摘要
目的探讨基于"娱教"的翻转课堂在妇产科教学中应用的效果。方法选择青岛市海慈医疗集团医院临床医学本科班50名学生为研究对象,按照教学方法的不同随机分为基于"娱教"的翻转课堂教学方法组(实验组)和传统双语教学方法组(对照组)各25名,出科时对2组学生妇产科专业英语水平(包括听力和翻译)和专业知识(包括理论基础知识、临床实践技能)进行考核,评价不同教学方法对教学效果的影响。结果实验组妇产科专业英语水平和专业知识均优于对照组,组间差异具有统计学意义(P <0.05);实验组教学效果总体满意度明显高于对照组,差异具有统计学意义(P <0.05);实验组学生对于基于"娱教"的翻转课堂教学对于提高学习积极性、提高学生学习效率、提高沟通表达交流与合作能力方面的满意度高于对照组,且差异具有统计学意义(P <0.05)。结论基于"娱教"的翻转课堂在妇产科双语教学中的教学效果更好。
Objective This article aimed to study the application effect of flipped class based on edutainment in bilingual teaching of obstetrics and gynecology. Methods 50 medical students from Haici Medical Group Hospital were selected as the study subjects, who were randomly divided into flipped class teaching group(n=25) and traditional bilingual teaching method group(n=25). At the end of the study, two groups of students were tested with their academic English levels(including listening and translation) and professional knowledge(including theoretical knowledge and clinical practice skills), so as to evaluate the teaching effect of different methods. Results The scores of flipped class teaching group(experimental group) in English proficiency and professional competence were significantly higher than those of the traditional bilingual teaching group(control group)(P<0. 05). The students in experimental group were significantly more satisfied with the teaching effect than the control group(P<0. 05). Students in the experimental group believed that flipped classroom teaching based on "entertainment teaching" could better improve learning enthusiasm, promote students' learning efficiency and practice their communication skills. Conclusion Flipped class teaching based on edutainment in the bilingual teaching of obstetrics and gynecology had better teaching effect than the traditional method.
Objective This article aimed to study the application effect of flipped class based on edutainment in bilingual teaching of obstetrics and gynecology. Methods 50 medical students from Haici Medical Group Hospital were selected as the study subjects, who were randomly divided into flipped class teaching group(n=25) and traditional bilingual teaching method group(n=25). At the end of the study, two groups of students were tested with their academic English levels(including listening and translation) and professional knowledge(including theoretical knowledge and clinical practice skills), so as to evaluate the teaching effect of different methods. Results The scores of flipped class teaching group(experimental group) in English proficiency and professional competence were significantly higher than those of the traditional bilingual teaching group(control group)(P<0. 05). The students in experimental group were significantly more satisfied with the teaching effect than the control group(P<0. 05). Students in the experimental group believed that flipped classroom teaching based on "entertainment teaching" could better improve learning enthusiasm, promote students' learning efficiency and practice their communication skills. Conclusion Flipped class teaching based on edutainment in the bilingual teaching of obstetrics and gynecology had better teaching effect than the traditional method.
引文
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[8]冯蓉,许红,何曙芝,等.翻转课堂在《妇产科护理》教学中的实施与效果评价[J].护理学报,2015,22(17):15-17.
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[11]朱慧敏,游彦杰,吴彩琴.应用多种教学方法提高妇产科临床教学效果[J].卫生职业教育,2015,33(13):50-51.
[12]张熙芳.改变传统医学教育方法--翻转课堂模式和医学模拟技术[J/CD].高校医学教学研究(电子版),2013,(1):4-6.
[2]霍健.医学院校开展双语教学的探讨[J].医学信息,2010,23(8):2812-2813.
[3]Letterie GS.Medical education as a science:the quality of evidence for computer-assisted instruction[J].Am J Obstet Gynecol,2003,188(3):849-853.
[4]陈鸿雁,喻志英,胡雪,等.医学双语教学的比较研究[J].中国高等医学教育,2010,(7):62-63.
[5]祝智庭,邓鹏,孙莅文.娱教技术:教育技术的新领地[J].中国电化教育,2005,(5):11-14.
[6]Heinrichs WL,Pichumani R,Mather R,et al.Information frames:a new multimedia approach to Web-based learning of biology and medicine[J].Stud Health Technol Inform,1998,(50):370-372.
[7]中华人民共和国教育部.国家中长期教育改革和发展规划纲要(2010-2020)[EB/OL].(2010-07-29)[2018-06-06].http://www.moe.edu.cn/publicfiles/business/htmlfiles/moe/moe_838/201008/93704.html.
[8]冯蓉,许红,何曙芝,等.翻转课堂在《妇产科护理》教学中的实施与效果评价[J].护理学报,2015,22(17):15-17.
[9]金陵.“翻转课堂”翻转了什么?[J].中国信息技术教育,2012,(9):18.
[10]刘锐,王海燕.基于微课的“翻转课堂”教学模式设计和实践[J].现代教育技术,2014,(5):26-32.
[11]朱慧敏,游彦杰,吴彩琴.应用多种教学方法提高妇产科临床教学效果[J].卫生职业教育,2015,33(13):50-51.
[12]张熙芳.改变传统医学教育方法--翻转课堂模式和医学模拟技术[J/CD].高校医学教学研究(电子版),2013,(1):4-6.