中华医学教育杂志

中华医学教育杂志 ›› 2024, Vol. 44 ›› Issue (4): 290-293.DOI: 10.3760/cma.j.cn115259-20230515-00499

• 教学方法 • 上一篇    下一篇

BOPPPS结合雨课堂在语言治疗学教学中的应用效果

杨晓秋1, 高敏行1, 周凤华1, 刘学勇2   

  1. 1中国医科大学附属盛京医院康复医学中心,沈阳 110134;
    2中国医科大学附属盛京医院,沈阳 110134
  • 收稿日期:2023-05-15 出版日期:2024-04-01 发布日期:2024-03-29
  • 通讯作者: 刘学勇, Email: liuxysjh@sj-hospital.org
  • 基金资助:
    辽宁省2021年度普通高等教育本科教学改革研究项目(辽教办〔2021〕401号);中国医科大学医学教育研究课题(YDJK2021026);中国医科大学第二临床学院医学教育研究课题 (SJKF-2022QN01)

Application effect of BOPPPS combined with rain classroom in course of speech therapy

Yang Xiaoqiu1, Gao Minxing1, Zhou Fenghua1, Liu Xueyong2   

  1. 1Department of Rehabilitation, Shengjing Hospital of China Medical University, Shenyang 110134, China;
    2Shengjing Hospital of China Medical University, Shenyang 110134, China
  • Received:2023-05-15 Online:2024-04-01 Published:2024-03-29
  • Contact: Liu Xueyong, Email: liuxysjh@sj-hospital.org
  • Supported by:
    Undergraduate Teaching Reform of General Higher Education Research Project in Liaoning Province in 2021(Liaojiaoban〔2021〕401); Medical Education Research Project of China Medical University(YDJK2021026); Medical Education Research Project of Second Clinical College of China Medical University(SJKF-2022QN01)

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摘要： 目的 探讨导入(bridge-in)、目标(objective)、前测(pre-assessment)、参与式学习(participatory learning)、后测(post-assessment)、总结(summary)(BOPPPS)结合雨课堂在语言治疗学课程中的教学效果。方法 选取中国医科大学2020级康复治疗学专业72名学生为研究对象,在语言治疗学课程中设计并实施BOPPPS结合雨课堂的教学方式,采用学生前测完成度、参与式学习完成度、后测完成度和总完成度与期末成绩的相关性以及对学生的访谈评价教学效果。数据采用描述统计和相关分析方法。结果 全体学生的前测完成度为(0.86±0.11),参与式学习完成度为(0.71±0.13),后测完成度为(0.84±0.13),总完成度为(0.80±0.11),学生的期末成绩为(78.92±8.12)分。期末考试成绩与总完成度之间存在相关关系,r=0.410,P<0.001。22名参加访谈的学生中,20名(90.9%)学生对BOPPPS结合雨课堂的教学方式非常满意。结论 BOPPPS结合雨课堂的教学方式得到学生的认可,有助于学生积极参与学习,实现教学目标。

关键词: 医学生, 康复治疗学专业, 语言治疗学, BOPPPS结合雨课堂, 完成度, 教学效果

Abstract: Objective To explore the application effect of BOPPPS combined with rain classroom in the course of speech therapy. Methods A total of 72 students from China Medical University enrolled in 2020 rehabilitation therapeutics major were selected as research objects. BOPPPS combined with rain classroom was designed and implemented in the course of speech therapy. The teaching effect was evaluated through the results of process-based evaluation, pre-assessment completion, participatory learning completion, post-assessment completion, and total completion; the correlation between the completion and summative assessment (final exam) and student interviews. Descriptive statistics and correlation analysis methods were used. Results All students' pre-assessment completion was (0.86±0.11), participatory learning completion was (0.71±0.13), post-assessment completion was (0.84±0.13), total completion was (0.80±0.11), and the final exam score was (78.92±8.12). There was a correlation between the final exam score and the total completion (r=0.410,P<0.001). Of the 22 students who participated in the interview, 20 (90.9%) were very satisfied with the teaching method. Conclusions The teaching method of BOPPPS combined with rain classroom was recognized by students, which helped students to actively participate in learning and practice teaching objectives.

Key words: Students,medical, Rehabilitation therapeutics, Speech therapy, BOPPPS combined with rain classroom, Level of accomplishment, Teaching effect

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