BOPPPS-LLMs融合型教学质量评价体系构建与实证研究

doi:10.3760/cma.j.cn115259-20250815-00959

中华医学教育杂志 ›› 2026, Vol. 46 ›› Issue (8): 615-621.DOI: 10.3760/cma.j.cn115259-20250815-00959

BOPPPS-LLMs融合型教学质量评价体系构建与实证研究

区锏¹, 胡跃强¹, 黄鸿娜¹, 罗俊², 王春玲³, 梁基耀¹

¹广西中医药大学第一附属医院教学部,南宁 530015;
²广西中医药大学信息技术中心综合科,南宁 530200;
³广西中医药大学教育教学质量监控与评价中心教育教学质量监控部,南宁 530200

收稿日期:2025-08-15 发布日期:2026-07-29
通讯作者: 黄鸿娜, Email: 306211198@qq.com
基金资助:
2025年广西高等教育本科教学改革工程项目(2025JGZ147);2025年广西高等教育本科教学改革工程项目(2025JGZ149);2020年广西中医药大学第一临床医学院教学改革项目(2020JG02B)

Construction and empirical research on a BOPPPS and large language models (LLMs) integrated teaching quality evaluation system

Ou Jian¹, Hu Yueqiang¹, Huang Hongna¹, Luo Jun², Wang Chunling³, Liang Jiyao¹

¹Teaching Department, The First Affiliated Hospital of Guangxi University of Chinese Medicine, Nanning 530015, China;
²General Section, Information Technology Center, Guangxi University of Chinese Medicine, Nanning 530200, China;
³Educational Teaching Quality Supervision Department, Educational Teaching Quality Supervision and Evaluation Center, Guangxi University of Chinese Medicine, Nanning 530200, China

Received:2025-08-15 Published:2026-07-29
Contact: Huang Hongna, Email: 306211198@qq.com
Supported by:
2025 Guangxi Higher Education Undergraduate Teaching Reform Project (2025JGZ147); 2025 Guangxi Higher Education Undergraduate Teaching Reform Project (2025JGZ149); 2020 Teaching Reform Project of the First Clinical Medical College of Guangxi University of Chinese Medicine (2020JG02B)

摘要/Abstract

摘要： 目的构建BOPPPS-大语言模型(large language models,LLMs)融合型教学质量评价体系,验证其科学性与适用性,为中医药领域同类数字化教学评价体系构建提供实践范式。方法以BOPPPS教学模式为结构锚点、LLMs为量化支撑,构建包含核心认知、教学过程、教学效果、非认知能力、长期迁移5大核心维度的评价体系;2023年9月至2024年6月,采用整群随机对照试验,选取广西中医药大学2021级中医学专业修读中医内科学课程的120名学生为研究对象,通过随机数字表法将其平均分为试验组和对照组,试验组60名学生采用BOPPPS-LLMs融合型评价体系,对照组60名学生采用传统经验化评价体系。组间比较采用独立样本t检验,指标相关性采用Pearson相关分析,体系信度采用克朗巴赫系数检验。结果评价体系整体的克朗巴赫系数为0.86,表明内部一致性信度良好;试验组学生的5维评价指标均优于对照组学生[如在核心认知维度,试验组学生的病案/文本解读困惑度低于对照组学生(18.5±3.8)分比(32.1±4.5)分,在教学效果维度,试验组学生的期末综合考核成绩高于对照组学生(89.5±4.2)分比(77.2±5.1)分,其差异具有统计学意义(均P＜0.001)];试验组学生的核心认知困惑度与教学效果呈强负相关(|r|≥0.78,P＜0.001),证实体系结构效度良好。结论 BOPPPS-LLMs融合型教学质量评价体系科学可靠、可操作性强,能够精准全面评价中医药课程教学质量,可以为中医药高等教育数字化教学评价体系提供实践依据。

关键词: 人工智能, 教育模型, 教育评价, 中医学

Abstract: Objective To construct a BOPPPS-Large Language Models (LLMs) integrated teaching quality evaluation system, verify its scientific rigor and applicability, and inform the establishment of similar digital teaching quality evaluation systems in the field of traditional Chinese medicine (TCM). Methods With the BOPPPS teaching model as the structural anchor and LLMs as the quantitative support, an evaluation system covering five core dimensions of core cognition, teaching process, teaching effect, non-cognitive ability, and long-term migration was constructed. A cluster randomized controlled trial was conducted from September 2023 to June 2024, and 120 undergraduate students of the 2021 cohort majoring in TCM who took the Traditional Chinese Internal Medicine course at Guangxi University of Chinese Medicine enrolled in the study. They were equally divided into the experimental group and the control group by random number table method, 60 students in the experimental group adopted the BOPPPS-LLMs integrated evaluation system, and 60 students in the control group continued with the traditional experience-based evaluation system. Independent samples t-test was used for inter-group comparison, Pearson correlation analysis was adopted to analyze the correlation between indicators, and Cronbach′s α coefficient was applied to test the internal consistency reliability of the system. Results The overall Cronbach′s α coefficient of the evaluation system was 0.86, indicating good internal consistency reliability. All indicators of the five core dimensions in the experimental group were significantly better than those in the control group (all P<0.001), for example, the confusion degree of case/text interpretation in the core cognition dimension was (18.5±3.8) points, which was significantly lower than (32.1±4.5) points in the control group; the average score of the final comprehensive assessment of the teaching effect dimension in the experimental group was (89.5±4.2) points, which was significantly higher than (77.2±5.1) points in the control group. In addition, there was a strong negative correlation between core cognitive confusion score and teaching effect (|r|≥0.78, P < 0.001), which confirmed the good construct validity of the system. Conclusions The BOPPPS-LLMs integrated teaching quality evaluation system is scientific, reliable and highly practical. It can accurately and comprehensively evaluate the teaching quality of TCM courses, and provide an empirical basis for the implementation of digital teaching quality evaluation systems in TCM higher education.

Key words: Artificial intelligence, Educational model, Educational evaluation, Traditional Chinese medicine

中图分类号:

区锏, 胡跃强, 黄鸿娜, 罗俊, 王春玲, 梁基耀. BOPPPS-LLMs融合型教学质量评价体系构建与实证研究[J]. 中华医学教育杂志, 2026, 46(8): 615-621, DOI: 10.3760/cma.j.cn115259-20250815-00959.

Ou Jian, Hu Yueqiang, Huang Hongna, Luo Jun, Wang Chunling, Liang Jiyao. Construction and empirical research on a BOPPPS and large language models (LLMs) integrated teaching quality evaluation system[J]. Chinese Journal of Medical Education, 2026, 46(8): 615-621, DOI: 10.3760/cma.j.cn115259-20250815-00959.

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BOPPPS-LLMs融合型教学质量评价体系构建与实证研究

Construction and empirical research on a BOPPPS and large language models (LLMs) integrated teaching quality evaluation system

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