直播平台结合翻转课堂教学模式在口腔修复学实验课教学中的应用
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摘要
目的:利用直播平台结合翻转课堂教学模式应用于口腔修复学的实验课教学中,观察其教学应用效果。方法:选取本校2014级口腔医学专业学生80名作为研究对象,将其随机平均分成实验组和对照组,各40名,在进行口腔修复学实验课教学的过程中,实验组学生使用翻转课堂教学模式,对照组使用传统教学模式,以问卷调查和技能考试的形式来对比两种教学模式的应用效果。结果:实验组学生的技能考试成绩要明显高于对照组学生。问卷调查结果显示,学生对利用直播平台进行翻转教学模式的评价要明显高于传统教学模式。结论:结合直播平台的翻转教学模式在口腔修复学实验课教学中的效果优于传统教学模式。
Objective: To observe the teaching effect by employing the flipped classroom teaching mode in experimental teaching of prosthodontics. Methods: 80 stomatology majors enrolled in 2014 are selected as the research object. The students are randomly divided into experimental group and the control group, 40 students for each. During the experiment, the experimental group uses the flipped classroom teaching mode, and the control group uses the traditional teaching mode. The effectiveness of the two teaching modes is compared with questionnaire survey and test. Results: The grades of students in the experimental group are significantly higher than those in the control group. The survey shows that students' appraisal for the flipped teaching mode is significantly higher than that of traditional one. Conclusion: The flipped classroom teaching mode is better than the traditional teaching mode in experimental teaching of prosthodontics.
Objective: To observe the teaching effect by employing the flipped classroom teaching mode in experimental teaching of prosthodontics. Methods: 80 stomatology majors enrolled in 2014 are selected as the research object. The students are randomly divided into experimental group and the control group, 40 students for each. During the experiment, the experimental group uses the flipped classroom teaching mode, and the control group uses the traditional teaching mode. The effectiveness of the two teaching modes is compared with questionnaire survey and test. Results: The grades of students in the experimental group are significantly higher than those in the control group. The survey shows that students' appraisal for the flipped teaching mode is significantly higher than that of traditional one. Conclusion: The flipped classroom teaching mode is better than the traditional teaching mode in experimental teaching of prosthodontics.
引文
[1]吴仁英,王坦.翻转课堂:教师面临的现实挑战及因应策略[J].教育研究,2017,38(02):112-122.
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[5]Yamaki,K.et al,Enhancing Study Motivation and Efficacy among First-year Students Using Minute Papers in the Interdisciplinary Subject of Yakugaku Nyumon.Yakugaku Zasshi,2017,137(10):p.1285-1299.
[6]李寿君,王世纯,姜述尊.高效演播直播教学系统的构建与应用[J].中国电化教育,2008(06):108-111.
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[2]范丽苑,王忠朝,余科,等.PBL教学模式对提高口腔修复学教学效果的研究[J].高教学刊,2016(16):48-49.
[3]黄明勇.远程直播教学模式下语文课堂教学效益均衡化评析——以四川省成都市第七中学“网校”教学为例[J].教育科学论坛,2014(10):26-30+4.
[4]周东光.基于移动终端的教学直播系统的研究与实现[D].电子科技大学,2014.
[5]Yamaki,K.et al,Enhancing Study Motivation and Efficacy among First-year Students Using Minute Papers in the Interdisciplinary Subject of Yakugaku Nyumon.Yakugaku Zasshi,2017,137(10):p.1285-1299.
[6]李寿君,王世纯,姜述尊.高效演播直播教学系统的构建与应用[J].中国电化教育,2008(06):108-111.
[7]王先军.翻转课堂在高校教学实践应用中的思考[J].高教学刊,2015(23):226-227.