毕博平台结合任务驱动法在产科大课教学中的应用
|
摘要
目的探讨毕博平台结合任务驱动法在产科大课教学中的应用效果。方法以2017年3月1日—8月31日在中国医科大学附属第一医院产科实习的临床医学专业学生为研究对象,以班级为单位分为实验组(112人)和对照组(108人)。实验组采用结合毕博平台的任务驱动法教学模式,对照组采用传统讲授法进行大课教学。大课教学结束后,分别对两组学生的理论和技能考试成绩进行对比,并向所有学生发放匿名调查问卷,了解学生对不同教学方法的感受。结果实验组和对照组理论考试成绩(86.25±2.35分)vs(76.91±4.22分)和技能考试成绩(87.77±3.42分)vs(79.98±4.29分)对比,差异均具有统计学意义(P<0.05);问卷调查结果显示,大多数实验组学生认为该组教学方法学习重点突出、上课的积极性高、课堂气氛活跃、掌握知识更牢固、有利于提高自己的语言表达能力和沟通能力,与对照组比较,差异具有统计学意义(P<0.05)。结论毕博平台结合任务驱动法教学不仅能够提高学生的学习成绩,还可以提高学生的综合素质,有利于学生的长远发展,可继续应用于产科大课教学工作。
Objective To analyze the application effect of BlackBoard platform combining task-driving method in the obstetrical teaching.Methods Intern clinical medical students from the department of obstetrics in the First Hospital of China Medical University from March 1 st to August 31 st 2017 were chosen as the experiment objects,with 112 students in the experimental group and 108 students in the control group.BlackBoard platform combining task-driving method was adopted in the teaching of the experimental group,while traditional teaching method was applied in the teaching of the control group.After the class,theoretical examination results and skill scores of two groups were collected and compared,and a questionnaire survey was conducted to all students to understand their feeling towards different teaching methods.Results The theoretical examination results in the experimental group and the control group were(86.25±2.35)vs(76.91±4.22),while the skill scores in the experimental group and the control group were(87.77±3.42)vs(79.98±4.29)respectively.The difference was statistically significant(P<0.05).The results of the questionnaire survey showed that more students in the experimental group considered that they received higher focused learning,experienced higher motivation and more active classroom atmosphere,and digested more solid knowledge.In addition,it was efficient in improving their language development and communication skills.Compared with the control group,the difference was statistically significant(P<0.05).Conclusion Teaching through BlackBoard platform combining task-driving method can not only improve the academic performance of students,but also promote their comprehensive qualities,which is conducive to students' long-term development.This teaching method could be applied continuously to the obstetrical teaching.
Objective To analyze the application effect of BlackBoard platform combining task-driving method in the obstetrical teaching.Methods Intern clinical medical students from the department of obstetrics in the First Hospital of China Medical University from March 1 st to August 31 st 2017 were chosen as the experiment objects,with 112 students in the experimental group and 108 students in the control group.BlackBoard platform combining task-driving method was adopted in the teaching of the experimental group,while traditional teaching method was applied in the teaching of the control group.After the class,theoretical examination results and skill scores of two groups were collected and compared,and a questionnaire survey was conducted to all students to understand their feeling towards different teaching methods.Results The theoretical examination results in the experimental group and the control group were(86.25±2.35)vs(76.91±4.22),while the skill scores in the experimental group and the control group were(87.77±3.42)vs(79.98±4.29)respectively.The difference was statistically significant(P<0.05).The results of the questionnaire survey showed that more students in the experimental group considered that they received higher focused learning,experienced higher motivation and more active classroom atmosphere,and digested more solid knowledge.In addition,it was efficient in improving their language development and communication skills.Compared with the control group,the difference was statistically significant(P<0.05).Conclusion Teaching through BlackBoard platform combining task-driving method can not only improve the academic performance of students,but also promote their comprehensive qualities,which is conducive to students' long-term development.This teaching method could be applied continuously to the obstetrical teaching.
引文
[1]白丽媛,沈洪.基于Blackboard平台的信息技术与课程融合的教学模式研究[J].华东师范大学学报:自然科学版,2015(S1):94-98
[2]沈爱凤,韩学芹.职业教育中“任务驱动式”教学模式的探讨与应用[J].职教论坛,2016(2):46-49
[3]陈涛.任务驱动教学法在高校计算机课程中的应用研究[J].中国成人教育,2014(17):161-163
[4]宓伟,尹淑英,练武,等.任务驱动教学法在预防医学实验中的应用[J].中国卫生事业管理,2015(11):864-866
[5]黄婷婷,吴颖.Blackboard平台在网络课程中的应用研究[J].成人教育,2015,35(9):57-60
[6]刘晶,赵爱君,王海燕,等.基于Blackboard网络教学的综合改革在微生物双语教学中的应用研究[J].微生物学通报,2014,41(5):990-995
[7]郭峰.基于毕博平台的急诊医学BOPPPS教学方法探索[J].卫生职业教育,2018,36(20):84-86
[8]尹金鹏,杨显国,王辉.基于解剖学课程特质的任务驱动教学法的任务构建[J].解剖学杂志,2017,40(6):760-761
[9]尹军霞,沈国娟.由任务驱动的团队自主合作学习教学模式在微生物学课程中的探索和实践[J].微生物学通报,2016(2):410-416
[10]龙超,刘新光,周珂.基于毕博平台的计算机文化基础课程教学改革[J].中国医学教育技术,2014,28(4):396-398
[11]刘仁慧,许利平,王秀娟,等.结合毕博网络平台与名医经验的基于项目协作学习教学方法在中药学教学中的应用[J].中华医学教育杂志,2018,38(1):74-76
[12]王萍,王丽萍.毕博平台下任务驱动法在《护理研究》教学中的应用[J].医学教育研究与实践,2017,25(6):861-864
[2]沈爱凤,韩学芹.职业教育中“任务驱动式”教学模式的探讨与应用[J].职教论坛,2016(2):46-49
[3]陈涛.任务驱动教学法在高校计算机课程中的应用研究[J].中国成人教育,2014(17):161-163
[4]宓伟,尹淑英,练武,等.任务驱动教学法在预防医学实验中的应用[J].中国卫生事业管理,2015(11):864-866
[5]黄婷婷,吴颖.Blackboard平台在网络课程中的应用研究[J].成人教育,2015,35(9):57-60
[6]刘晶,赵爱君,王海燕,等.基于Blackboard网络教学的综合改革在微生物双语教学中的应用研究[J].微生物学通报,2014,41(5):990-995
[7]郭峰.基于毕博平台的急诊医学BOPPPS教学方法探索[J].卫生职业教育,2018,36(20):84-86
[8]尹金鹏,杨显国,王辉.基于解剖学课程特质的任务驱动教学法的任务构建[J].解剖学杂志,2017,40(6):760-761
[9]尹军霞,沈国娟.由任务驱动的团队自主合作学习教学模式在微生物学课程中的探索和实践[J].微生物学通报,2016(2):410-416
[10]龙超,刘新光,周珂.基于毕博平台的计算机文化基础课程教学改革[J].中国医学教育技术,2014,28(4):396-398
[11]刘仁慧,许利平,王秀娟,等.结合毕博网络平台与名医经验的基于项目协作学习教学方法在中药学教学中的应用[J].中华医学教育杂志,2018,38(1):74-76
[12]王萍,王丽萍.毕博平台下任务驱动法在《护理研究》教学中的应用[J].医学教育研究与实践,2017,25(6):861-864