中华医学教育杂志

中华医学教育杂志 ›› 2023, Vol. 43 ›› Issue (1): 27-30.DOI: 10.3760/cma.j.cn115259-20220608-00742

• 教学方法 • 上一篇    下一篇

“雨课堂+BOPPPS”教学方式在人体解剖学教学中的应用

李雪梅1, 刘欢2, 张雅芳1, 刘宝全1, 许凤燕1, 杨慧科1   

  1. 1哈尔滨医科大学基础医学院人体解剖学教研室,哈尔滨 150081;
    2黑龙江护理高等专科学校人文基础部心理教研室,哈尔滨 150086
  • 收稿日期:2022-06-08 出版日期:2023-01-01 发布日期:2022-12-29
  • 通讯作者: 杨慧科, Email: huikeyang@hrbmu.edu.cn
  • 基金资助:
    黑龙江省教育科学“十四五”规划2022年度重点课题(GJB1422756);黑龙江省教育科学“十四五”规划2022年度重点课题(GJB1422757)

The application of ″rain classroom + BOPPPS″ method in human anatomy teaching

Li Xuemei1, Liu Huan2, Zhang Yafang1, Liu Baoquan1, Xu Fengyan1, Yang Huike1   

  1. 1Department of Human Anatomy, Harbin Medical University, Harbin 150081, China;
    2Department of Psychology, Basic Humanities Department of Heilongjiang Nursing College, Harbin 150086, China
  • Received:2022-06-08 Online:2023-01-01 Published:2022-12-29
  • Contact: Yang Huike, Email: huikeyang@hrbmu.edu.cn
  • Supported by:
    Heilongjiang Provincial Education Science ″14th Five-Year Plan″ 2022 key Project(GJB1422756),Heilongjiang Provincial Education Science ″14th Five-Year Plan″ 2022 key Project(GJB1422757)

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摘要： 基于“雨课堂+BOPPPS”的教学方式以提高学生学习兴趣为目标,有助于培养学生综合能力。本文以哈尔滨医科大学为“5+3”一体化临床医学专业52名学生开设的人体解剖学消化系统为例,阐述了“雨课堂+BOPPPS”教学方式在人体解剖学课程的教学设计与实施过程,采用期末总成绩和问卷调查结果评价教学效果。结果显示,学生期末总成绩为(82.7±7.6)分,8名(15.4%)学生成绩优秀(≥90分),52名(100.0%)学生成绩及格(≥60分);问卷调查结果显示, 47名(90.4%)学生完成课前自主学习,52名(100.0%)学生前测和后测成绩均及格,49名(94.2%)学生表示其能够积极参与教学活动,51名(98.1%)学生认为该教学方式能够提高其学习兴趣,51名(98.1%)学生认为该教学方式有助于培养自主学习能力,50名(96.2%)学生认为该教学方式能提升其分析和解决问题的能力。“雨课堂+BOPPPS”教学方式有助于学生参与教学全过程、提高学习兴趣,教学效果良好;有助于学生自主学习能力、分析问题和解决问题能力的培养。

关键词: 学生,医科, 人体解剖学, 雨课堂, BOPPPS教学模型

Abstract: The teaching method based on ″rain classroom + BOPPPS″ aims to motivate students' learning and is helpful to cultivate students' comprehensive ability. Taking the digestive system of human anatomy as an example, the design and implementation of ″rain classroom + BOPPPS″ teaching method was assessed in human anatomy for ″5+3″ integrated clinical medicine major involving in 52 students in Harbin Medical University, and the teaching effect was evaluated by final exam and questionnaire survey ways. Results showed that the mean score of final exam was (82.7±7.6), 8 students (15.4%) received excellent score (≥90 points), and all 52 students (100.0%) passed the exam(≥60 points). In addition, in this teaching 47 students (90.4%) completed pre-class tasks by myself before class, all 52 students (100.0%) passed the pre-assessment and post-assessment, 49 students (94.2%) took actively participation in the process of teaching, 51 students (98.1%) considered that this teaching method was helpful to improve the learning interest and cultivate the autonomous learning ability in their learning, and 50 students (96.2%) believed that this teaching method could promote their ability to analyze and solve problems. In summary, ″rain classroom + BOPPPS″ teaching method can promote students to participate in the whole teaching process, improve their interest in learning and self-learning ability, which ultimately resulting in a good teaching effect. Additionally, this method also can significantly develop the analyzing and problem-solving ability of students.

Key words: Students, medical, Human anatomy, Rain classroom, BOPPPS teaching model

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