“双通道教学”的雨课堂平台在气道梗阻教学中的应用
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摘要
目的探讨"双通道教学"的雨课堂平台在气道梗阻教学中的应用效果。方法 2017—2018学年第二学期,采用整群随机抽样的方法,抽取护理本科2015级共228名学生为研究对象,随机设乙班(115人)为对照组,甲班(113人)为试验组,乙班采用传统的实训教学模式,甲班在此基础上融入雨课堂平台教学。课程结束后,通过雨课堂的后台数据,了解试验组学生学习情况;对两组学生进行理论和应用式案例考核,对比两种教学方法的教学效果;通过问卷调查,了解试验组学生对雨课堂的评价。结果试验组完成课前预习任务的护理学生(护生)有105名(92.92%),参与课堂答题有103名(91.15%),完成课后习题有113名(100.00%)。试验组学生的理论成绩和应用式案例考核成绩分别为(79.44±6.25)、(83.24±3.64)分,对照组分别为(68.50±7.96)、(70.59±5.51)分,两组比较差异均有统计学意义(P<0.05)。试验组有92名(81.42%)护生喜欢雨课堂平台教学。结论应用雨课堂平台教学可带来课堂开放话语权的生态转型,全面提升学生的整体素质和综合能力,值得在教学中推广应用。
Objective To explore the application effect of "dual-channel teaching" of the rain classroom platform in airway obstruction teaching. Methods A total of 228 nursing undergraduate students in Grade 2015 were selected as the research subjects by the method of cluster random sampling. Class B(n=115) was randomly selected as the control group and Class A(n=113) was selected as the experimental group. Class B adopted the traditional practical teaching mode, and Class A was integrated with the rain classroom platform on this basis. After the end of the course,the learning situation of the experimental group students were understood through the rain classroom background data, the teaching effects of the two groups were evaluated by the students' theoretical scores and applied case test scores, and the experimental group student's evaluation of the rain class was understood by questionnaire survey.Results There were 105 nursing students(92.92%) completing pre-school preparation tasks, 103(91.15%) participating in the class answering, and 113(100.00%) completing the after-school exercises. The theoretical scores and applied case assessment scores of the experimental group students were 79.44±6.25 and 83.24±3.64, respectively, and those of the control group students were 68.50±7.96 and 70.59±5.51, respectively, the differences between the two groups were statistically significant(P<0.05). In the experimental group, 92 nursing students(81.42%) liked the rain classroom platform teaching. Conclusion The rain classroom platform teaching can bring about the ecological transformation of the open speech in classroom, and comprehensively improve the overall quality and comprehensive ability of students,which is worthy of promotion and application in teaching.
Objective To explore the application effect of "dual-channel teaching" of the rain classroom platform in airway obstruction teaching. Methods A total of 228 nursing undergraduate students in Grade 2015 were selected as the research subjects by the method of cluster random sampling. Class B(n=115) was randomly selected as the control group and Class A(n=113) was selected as the experimental group. Class B adopted the traditional practical teaching mode, and Class A was integrated with the rain classroom platform on this basis. After the end of the course,the learning situation of the experimental group students were understood through the rain classroom background data, the teaching effects of the two groups were evaluated by the students' theoretical scores and applied case test scores, and the experimental group student's evaluation of the rain class was understood by questionnaire survey.Results There were 105 nursing students(92.92%) completing pre-school preparation tasks, 103(91.15%) participating in the class answering, and 113(100.00%) completing the after-school exercises. The theoretical scores and applied case assessment scores of the experimental group students were 79.44±6.25 and 83.24±3.64, respectively, and those of the control group students were 68.50±7.96 and 70.59±5.51, respectively, the differences between the two groups were statistically significant(P<0.05). In the experimental group, 92 nursing students(81.42%) liked the rain classroom platform teaching. Conclusion The rain classroom platform teaching can bring about the ecological transformation of the open speech in classroom, and comprehensively improve the overall quality and comprehensive ability of students,which is worthy of promotion and application in teaching.
引文
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14李鹏,李镇麟,易淑明,等.雨课堂在护理学实训课混合式翻转课堂教学中的应用实践.护理研究,2018,32(15):2441-2444.
2Boachie A,Kusi Appiah E,Jubin M,et al.Purging using the heimlich maneuver among children and adolescents with eating disorders.Int J Eat Disord,2015,48(6):795-797.
3Pitts MJ,Brooks CF.Critical pedagogy,internationalisation,and a third space:cultural tensions revealed in students’discourse.J Multiling Multicult Dev,2017,38(3):251-267.
4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年).(2010-07-29)[2018-10-23].http://www.moe.edu.cn/srcsite/A01/s7048/201007/t20100729_171904.html.
5王帅国.雨课堂:移动互联网与大数据背景下的智慧教学工具.现代教育技术,2017,27(5):26-32.
6张波,桂莉.急危重症护理学.3版.北京:人民卫生出版社,2017:1-375.
7刘军,寻丽彬,周立颖,等.应用案例式考核检验学员运用专业知识的能力.白求恩医学杂志,2014,12(6):604-605.
8钟远,林平,秦元梅.护理专业客观结构化临床考试中标准化患者质量评价体系的构建.中国实用护理杂志,2014,30(16):59-62.
9田嵩.开放话语课堂环境构建及实效验证.现代远程教育研究,2018(3):104-112.
10Yi CH.A case study of the dynamics of scaffolding among ESLlearners and online resources in collaborative learning.Comput Assist Lang Learn,2017,30(1/2):115-132.
11Mameli C,Mazzoni E,Molinari L.Patterns of discursive interactions in primary classrooms:an application of social network analysis.Res Pap Educ,2015,30(5):546-566.
12Li XM,Song SQ.Mobile technology affordance and its social implications:a case of“Rain Classroom”.Br J Educ Technol,2017,49(2):276-291.
13S·亚当斯贝克尔,M·卡明斯,A·戴维斯,等.新媒体联盟地平线报告:2017高等教育版.开放学习研究,2017(2):1-20,62.
14李鹏,李镇麟,易淑明,等.雨课堂在护理学实训课混合式翻转课堂教学中的应用实践.护理研究,2018,32(15):2441-2444.