基于雨课堂的混合教学模式在人体解剖学教学中的应用
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摘要
目的探讨基于雨课堂的混合式教学模式在人体解剖学教学中的应用效果。方法将2017级康复治疗技术专业2个教学班的学生随机分成2组,康复治疗技术1班为观察组,应用"雨课堂"进行混合式教学;康复治疗技术2班为对照组,采取课堂讲授的传统教学方法,由同一任课老师任教。学期结束后比较两组期末考试总成绩,同时通过问卷调查表调查学生使用雨课堂的情况及学生对雨课堂使用效果的评价。结果观察组学生期末总成绩显著高于对照组;学生对雨课堂的使用效果评价较高;学生在雨课堂中最常使用的功能为扫码签到和试卷库测试,关注雨课堂的时间为1～6个月和7～12个月。结论基于雨课堂的混合教学模式可以提高学生的学习成绩和学习能力。
Objective To explore the effect of applying hybrid learning mode to the human anatomy teaching based on the rain classroom. Methods Students in the two classes of rehabilitation therapy technology major were randomly divided into two groups.For the teaching of human anatomy, the class 1(n=49) as the observation group was taught with hybrid learning mode based on the rain classroom, while class 2(n=50) as the control group was taught with traditional teaching method. Both classes were taught with the same teacher. At the end of semester, the total scores of the human anatomy final exams were compared between the two classes and the questionnaires were used to investigate the application of the rain classroom among students and their evaluation of the teaching effect.Results The total scores in the observation group were significantly higher than those in the control group(P<0.05). The students had high evaluation of the teaching effect of the rain classroom and the most frequently used functions of students in the rain classroom were scanning the qr code for check-in and test-volume library tests. Besides, the time of concerning rain classroom was 1～6 months and 7～12 months. Conclusion Applying hybrid learning mode to the human anatomy teaching based on the rain classroom can improve the academic performance and learning abilities of the students.
Objective To explore the effect of applying hybrid learning mode to the human anatomy teaching based on the rain classroom. Methods Students in the two classes of rehabilitation therapy technology major were randomly divided into two groups.For the teaching of human anatomy, the class 1(n=49) as the observation group was taught with hybrid learning mode based on the rain classroom, while class 2(n=50) as the control group was taught with traditional teaching method. Both classes were taught with the same teacher. At the end of semester, the total scores of the human anatomy final exams were compared between the two classes and the questionnaires were used to investigate the application of the rain classroom among students and their evaluation of the teaching effect.Results The total scores in the observation group were significantly higher than those in the control group(P<0.05). The students had high evaluation of the teaching effect of the rain classroom and the most frequently used functions of students in the rain classroom were scanning the qr code for check-in and test-volume library tests. Besides, the time of concerning rain classroom was 1～6 months and 7～12 months. Conclusion Applying hybrid learning mode to the human anatomy teaching based on the rain classroom can improve the academic performance and learning abilities of the students.
引文
[1]吴旻瑜,武晓菲.教育信息化2.0的时代逻辑——《教育信息化2.0行动计划》解读之一.远程教育杂志,2018,(4):4-10.
[2]多依丽,付晓岩,海军.“雨课堂”与传统教学模式的比较研究.大学教育,2017,(12):153-155.
[3]贾生尧,王燕杰,李弘洋.基于雨课堂的“电路分析基础”课堂教学改革与实践.教育现代化,2017,(28):77-79.
[4]周平,管俊昌,高淑娴,等.雨课堂在医学微生物学教学中的应用.基础医学教育,2018,20(5):399-402.
[5]李鹏,易淑明,郑晓妮,等.“雨课堂”在课前、课中、课后“三段式导学”中的应用效果评价.护理研究,2018,32(4):560-563.
[6]徐盛夏.教学方式与时俱进:“雨课堂”教学.教育现代化,2016,(35):191-192.
[2]多依丽,付晓岩,海军.“雨课堂”与传统教学模式的比较研究.大学教育,2017,(12):153-155.
[3]贾生尧,王燕杰,李弘洋.基于雨课堂的“电路分析基础”课堂教学改革与实践.教育现代化,2017,(28):77-79.
[4]周平,管俊昌,高淑娴,等.雨课堂在医学微生物学教学中的应用.基础医学教育,2018,20(5):399-402.
[5]李鹏,易淑明,郑晓妮,等.“雨课堂”在课前、课中、课后“三段式导学”中的应用效果评价.护理研究,2018,32(4):560-563.
[6]徐盛夏.教学方式与时俱进:“雨课堂”教学.教育现代化,2016,(35):191-192.