微视频联合微信在艾滋病流行病学教学的应用
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摘要
目的评价微视频联合微信在艾滋病流行病学教学中的应用效果。方法在艾滋病流行病学内容的基础上,结合青年学生哨点问卷相关内容,在传统课堂讲授的基础上利用微视频进行辅助教学,采用微信电子问卷平台,于课程前后对学生进行问卷调查,比较课程前后学生对艾滋病知识的知晓情况。结果共有76名同学的152份问卷纳入本次分析。课后所有题目的得分均有不同程度的升高。课程前后学生艾滋病知识的知晓率分别为85.52%(65/76)和100.00%(76/76),差异有统计学意义(P=0.001)。结论结合艾滋病青年学生哨点问卷,利用微视频和微信平台进行辅助教学,可以激发学生的学习兴趣,增强教学效果,驱动自主学习和形成性评价。
Objective To evaluate the effect of micro-videos and WeChat platform on AIDS epidemiology teaching. Methods On the basis of the AIDS epidemiological content, combined with the content of the youth student sentinel questionnaire, the micro-video is used to assist the teaching based on the traditional classroom teaching. The WeChat e-question platform is used to conduct questionnaire surveys before and after the course. Students' knowledge of the HIV-related information before and after class were compared. Results In total, 76 students who completed 152 questionnaires were included. The scores of all questions after class were higher than scores before class. The proportion of students having adequate HIV-related knowledge before and after class were 85.52%(65/76)and100.00%(76/76) respectively. The difference was statistically significant(P=0.001). Conclusion Combined with the youth student sentinel questionnaire, the micro-video and WeChat assisted instruction can improve students' interest in learning, enhance teaching effectiveness, facilitate selflearning and formative evaluation.
Objective To evaluate the effect of micro-videos and WeChat platform on AIDS epidemiology teaching. Methods On the basis of the AIDS epidemiological content, combined with the content of the youth student sentinel questionnaire, the micro-video is used to assist the teaching based on the traditional classroom teaching. The WeChat e-question platform is used to conduct questionnaire surveys before and after the course. Students' knowledge of the HIV-related information before and after class were compared. Results In total, 76 students who completed 152 questionnaires were included. The scores of all questions after class were higher than scores before class. The proportion of students having adequate HIV-related knowledge before and after class were 85.52%(65/76)and100.00%(76/76) respectively. The difference was statistically significant(P=0.001). Conclusion Combined with the youth student sentinel questionnaire, the micro-video and WeChat assisted instruction can improve students' interest in learning, enhance teaching effectiveness, facilitate selflearning and formative evaluation.
引文
[1]贺生,甘启英,范双凤,等.青年学生艾滋病的流行趋势与防控对策[J].中国艾滋病性病,2018,24(2):208-210.
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[6]谢贵兰.慕课、翻转课堂、微课及微视频的五大关系辨析[J].教育科学,2015,31(5):43-46.
[7]吴炜,张晶晶,吴笛,等.预防医学课程教学中微信辅助教学模式的应用构建[J].南京医科大学学报(社会科学版),2018,18(2):159-162.
[8]张冬,韩孟杰,陈清峰,等.利用微信平台对大学生开展艾滋病知识健康教育的效果[J].中国艾滋病性病,2016,22(7):550-552.
[9]陈天麒,马迎华.青少年艾滋病防控工作面临的挑战与防控策略分析[J].中国病毒病杂志, 2018,8(3):170-176.
[10]任丛,董闽红.面向碎片化学习时代的微视频课程的内容设计[J].新闻传播,2016(4):30-32.
[11]周娟.微视频在教学中的积极作用[J].中国教育学刊,2018(5):105.
[12]董欢.基于碎片化学习的微视频课程内容设计策略分析[J].课程教育研究,2016(12):214-215.
[13]韩云峰,葛杰,祁艳波,等.基于自主学习能力培养的微信学习平台在流行病学教学中的应用[J].卫生职业教育,2017,35(7):52-53.
[14]张艳,张立鹏.“以学习者为中心”的高校人才培养模式研究[J].黑龙江高教研究,2018(8):83-86.
[15]乐融,陈中胜,刘红芳,等.科研促进教学、全面提高人才培养质量的实践与探索——以东华理工大学为例[J].东华理工大学学报(社会科学版),2018,37(2):180-184.
[2]张建新.青年学生艾滋病防控策略思考[J].中国学校卫生,2016,37(11):1601-1603.
[3]吴文君,邓腊梅,陈卫建,等.新形势下高校艾滋病预防教育面临的困境与对策[J].中国艾滋病性病,2016,22(9):765-766.
[4]尚俊杰,曹培杰.“互联网+”与高等教育变革——我国高等教育信息化发展战略初探[J].北京大学教育评论,2017,15(1):173-182.
[5]王珠珠.教育信息化2.0:核心要义与实施建议[J].中国远程教育,2018(7):5-8.
[6]谢贵兰.慕课、翻转课堂、微课及微视频的五大关系辨析[J].教育科学,2015,31(5):43-46.
[7]吴炜,张晶晶,吴笛,等.预防医学课程教学中微信辅助教学模式的应用构建[J].南京医科大学学报(社会科学版),2018,18(2):159-162.
[8]张冬,韩孟杰,陈清峰,等.利用微信平台对大学生开展艾滋病知识健康教育的效果[J].中国艾滋病性病,2016,22(7):550-552.
[9]陈天麒,马迎华.青少年艾滋病防控工作面临的挑战与防控策略分析[J].中国病毒病杂志, 2018,8(3):170-176.
[10]任丛,董闽红.面向碎片化学习时代的微视频课程的内容设计[J].新闻传播,2016(4):30-32.
[11]周娟.微视频在教学中的积极作用[J].中国教育学刊,2018(5):105.
[12]董欢.基于碎片化学习的微视频课程内容设计策略分析[J].课程教育研究,2016(12):214-215.
[13]韩云峰,葛杰,祁艳波,等.基于自主学习能力培养的微信学习平台在流行病学教学中的应用[J].卫生职业教育,2017,35(7):52-53.
[14]张艳,张立鹏.“以学习者为中心”的高校人才培养模式研究[J].黑龙江高教研究,2018(8):83-86.
[15]乐融,陈中胜,刘红芳,等.科研促进教学、全面提高人才培养质量的实践与探索——以东华理工大学为例[J].东华理工大学学报(社会科学版),2018,37(2):180-184.