中华医学教育杂志

中华医学教育杂志 ›› 2021, Vol. 41 ›› Issue (2): 155-158.DOI: 10.3760/cma.j.cn115259-20200306-00270

• 教育技术 • 上一篇    下一篇

基于雨课堂的课前预习和课堂互动在语言治疗学课程教学中的应用

周凤华, 高敏行, 王欣, 刘学勇   

  1. 中国医科大学附属盛京医院康复中心,沈阳 110004
  • 收稿日期:2020-03-06 出版日期:2021-02-01 发布日期:2021-02-02
  • 通讯作者: 刘学勇, Email: liuxysjh@sj-hospital.org, 电话: 024-23892620

Application of preview and interaction based on Rain Classroom for students learning speech and language therapy

Zhou Fenghua, Gao Minxing, Wang Xin, Liu Xueyong   

  1. Department of Physical Medicine and Rehabilitation, Shengjing Hospital of China Medical University, Shenyang, 110004, China
  • Received:2020-03-06 Online:2021-02-01 Published:2021-02-02
  • Contact: Liu Xueyong, Email: liuxysjh@sj-hospital.org, Tel: 0086-24-23892620

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摘要： 目的 探讨基于雨课堂的课前预习和课堂互动在语言治疗学课程教学中的应用效果。方法 本研究采用因素分析法。2019年9月至12月,选取中国医科大学2017级四年制康复治疗学专业55名学生为研究对象,在语言治疗学课程教学中采用雨课堂教学方式进行课前预习和课堂互动,通过期末考试总成绩评价教学效果,分析课前预习和课堂互动对期末总成绩的影响,并对相关数据进行卡方检验和回归分析。结果 课前预习课件页数为优秀和预习题应答为优秀的学生,其期末考试总成绩优秀的比例[分别为71.4%(20/28),70.0%(21/29)]高于课前预习课件为良好和预习题应答为良好[分别为28.6%(8/28),30.0%(9/30)]的学生(P<0.01)。课堂思考题应答为优秀和良好的学生,其期末总成绩优秀的比例[分别为58.3%(14/24),41.7%(10/24)]的差异无统计学意义(P=0.28)。预习课件页数[OR(95%CI)=4.76(1.21~18.64),P=0.03]和预习题应答分数[OR(95%CI)=6.46(1.32~31.72),P=0.02]是影响期末总成绩的重要因素。 基于雨课堂的课前预习有利于提高学生期末考试总成绩,提高语言治疗学课程学习效果;基于雨课堂的课堂互动的应用效果还需进一步探索。

关键词: 课前预习, 课堂互动, 雨课堂, 语言治疗学, 学习效果

Abstract: Objective To explore the effect of preview and interaction based on Rain Classroom in the course of speech and language therapy.Methods Factor analysis was used in the study. From September to December 2019, fifty-five four-year program students majoring in rehabilitation therapy from grade 2017 in China Medical University were selected. In the course of speech therapy, the Rain Classroom method was used for pre-class preparation and classroom interaction. The final score was used to evaluate teaching effect. The influence of pre-class preview and classroom interaction on the final score was analyzed by chi-square test and logistic analysis.Results Students whose preview pages of courseware and the preview test score were excellent have a higher rate of outstanding final scores[71.4%(20/28),70.0%(21/29)]than those preview pages of courseware and preview test scores were good[28.6%(8/28),30.0%(9/30)],The differences were statistically significant(all P<0.01). There was no statistically significant in the rate of excellent students [58.3%(14/24),41.7%(10/24)] with different grades of thinking questions in class interaction (P=0.28). So the number of pages of previewed courseware [OR (95%CI) =4.76(1.21-18.64), P=0.03] and the previewed test score [OR (95%CI) =6.46(1.32-31.72), P=0.02] are main factors to influence the final test score.Conclusions Pre-class preview based on Rain Classroom improves the final score and has a positive impact on the learning outcome of speech and language therapy course. The application effect of rain classroom-based interaction needs to be further explored.

Key words: Preview before class, Interaction on class, Rain classroom, Speech and language therapy, Learning effect

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