中华医学教育杂志

中华医学教育杂志 ›› 2018, Vol. 38 ›› Issue (3): 346-349.DOI: 10.3760/cma.j.issn.1673-677X.2018.03.007

• 教育方法 • 上一篇    下一篇

基于慕课的翻转课堂教学方法在医学院校计算机基础课程教学中的应用

石芳, 朱庆文, 申英英   

  1. 300270 天津医科大学临床医学院基础部数计教研室
  • 收稿日期:2017-12-24 出版日期:2018-06-01 发布日期:2020-12-08
  • 通讯作者: 石芳,Email:82507338@qq.com
  • 基金资助:
    天津市教育委员会重点调研课题(JWDY-20162008)

The application of Flipped classroom teaching method based on massive open online course in the fundamentals of computer teaching in medical colleges

Shi Fang, Zhu Qingwen, Shen Yingying   

  1. Mathematics & Computers Section, Foundation Teaching Department, Clinical Medical College of Tianjin Medical University, Tianjin 300270, China
  • Received:2017-12-24 Online:2018-06-01 Published:2020-12-08
  • Contact: Shi Fang, Email: 82507338@qq.com
  • Supported by:
    Key research topics of Tianjin Education Committee (JWDY-20162008)

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摘要： 目的 探索医学院校计算机基础课程翻转课堂教学方法的教学效果。方法 以天津医科大学临床医学院2016级眼视光医学专业和药学专业209名学生为研究对象。在计算机基础课程教学中采用实验对照方法,将眼视光医学专业104名学生为实验组,采用基于慕课的翻转课堂教学;药学专业105名学生为对照组,采用传统教学方法。课程结束后,比较2组学生的期末考核成绩及课程参与度量化值,并对实验组学生就翻转课堂教学进行问卷调查。结果 2组学生的期末考核平均成绩比较,差异具有统计学意义(Z=2.95,P<0.05);课程参与度量化比较,差异具有统计学意义(Z=25.00,P<0.05)。问卷结果表明,大多数实验组学生支持采用翻转课堂教学方法。结论 基于慕课的翻转课堂教学在培养学生自主学习、表达归纳、团队协作、逻辑思维等方面发挥了重要的作用。

关键词: 翻转课堂, 慕课, 计算机基础, 在线课程, 研究

Abstract: Objective To explore the teaching effect of Flipped classroom in the fundamentals of computer of medical college.Methods A total of 209 students from the Clinical Medical College of Tianjin Medical University were studied in 2016.In the course of fundamentals of computer teaching, the experiment control method(MOOC) was adopted, and 104 students of optometry and ophthalmology were enrolled in the experimental group, and Flipped classroom teaching based on massive open online courses(MOOC) was adopted. The 105 students of pharmacy were the control group, and the traditional teaching method was adopted. At the end of the course, the final examination results and the quantitative value of curriculum participation of the two groups were compared, and the students in the experimental group were asked to conduct a questionnaire survey on Flipped classroom teaching.Results The average scores of the two groups were compared in the final examination, and the difference was statistically significant(Z=2.95,P<0.05).The quantitative comparison of curriculum participation was statistically significant(Z=25.00,P<0.05). The questionnaire results show that most of the students in the experimental group support the use of flipped classroom teaching method.Conclusions The Flipped classroom teaching based on MOOC plays an important role in cultivating students’ autonomous learning, expression induction, teamwork and logical thinking.

Key words: Flipped classroom, MOOC, Computer Foundation, Online courses, Research