中华医学教育杂志

中华医学教育杂志 ›› 2023, Vol. 43 ›› Issue (2): 123-126.DOI: 10.3760/cma.j.cn115259-20220617-00798

• 教学方法 • 上一篇    下一篇

基于SPOC的翻转课堂教学方法在儿童保健学课程中的应用

祖姆热提·伊敏, 郭艳, 王敏囡, 热娜·买买提   

  1. 新疆医科大学健康管理学院儿童保健科,乌鲁木齐 830000
  • 收稿日期:2022-06-17 出版日期:2023-02-01 发布日期:2023-01-31
  • 通讯作者: 热娜·买买提, Email: krena95@aliyun.com
  • 基金资助:
    自治区高校本科教育教学研究和改革项目(PT-2021022)

Application of the flipped classroom blended teaching method based on SPOC in the child health care course

ZuMuReTi·Yimin, Guo Yan, Wang Minnan, ReNa·Maimaiti   

  1. Department of Child Health Care, Health Management Institute of Xinjiang Medical University, Urumqi 830000, China
  • Received:2022-06-17 Online:2023-02-01 Published:2023-01-31
  • Contact: ReNa·MaiMaiTi, Email: krena95@aliyun.com
  • Supported by:
    Autonomous Region University Undergraduate Education Teaching Research and Reform Project(PT-2021022)

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摘要： 目的 探讨基于小规模限制性在线课程(small private online course,SPOC)的翻转课堂教学方法在儿童保健学课程中的教学效果。方法 采用试验对照方法。2022年2月,选取新疆医科大学2019级儿科学“5+3”一体化专业85名学生为研究对象,其中1 班42名学生设为试验组,采用基于SPOC的翻转课堂教学方法;2班43名学生设为对照组,采用传统教学方法。通过考试成绩和问卷调查结果评价教学效果。组间比较采用t检验。结果 试验组和对照组学生的平时成绩[(92.1±5.8)分比[(78.7±7.5)分]、理论考试成绩[(86.2±10.7)分比(68.5±12.4)分]和综合成绩[(89.2±7.8)分比(72.4±5.9)分]比较,其差异均具有统计学意义(均P＜0.001)。问卷调查结果显示,试验组学生在提高课程兴趣[34名(81.0%)比 21名(48.8%)]、提高临床思维能力[36名 (85.7%)比 10名(23.3%)]、提高自主学习能力[ 31名(73.8%)比12名(27.9%)]、提高团队协作能力[31名(73.8%)比 11名(25.6%)]方面的比例均高于对照组,其差异均具有统计学意义(均P＜0.001)。结论 基于SPOC的翻转课堂教学方法有助于提高学生的考试成绩,有助于提高学生对儿童保健学课程的兴趣和学生的多种能力,并得到了学生认可。

关键词: 小规模限制性在线课程, 翻转课堂, 混合式教学方法, 儿童保健学

Abstract: Objective To explore the teaching effect of flipped classroom teaching method based on small private online courses (SPOC) in child health care courses. Methods This is an experimental study. In February 2022, 85 students in grade 2019 of “5+3” integrated pediatric major of clinical medicine in Xinjiang Medical University were selected as the research participants. Including 42 students in class 1 as the experimental group, taught by ″SPOC+ flipped classroom″ teaching method, and 43 students from class 2 as the control group, taught by traditional teaching methods. The teaching effect was evaluated by the final examination result and questionnaire survey. T-test was used for comparison between groups. Results There were statistically significant differences between the experimental group and the control group in their usual scores [(92.1±5.8) vs. (78.7±7.5)], theoretical examination scores [(86.2±10.7) vs. (68.5±12.4)] and comprehensive scores [(89.2±7.8) vs. (72.4±5.9)] (all P<0.001). The results of the questionnaire survey showed that the proportion of students in the experimental group in increased interest in course content [34 (81.0%) vs. 21 (48.8%)], improved clinical thinking ability [36 (85.7%) vs. 10( 23.3%)], enhanced independent learning ability[31(73.8%) vs. 12( 27.9%)] and improved teamwork ability [31 (73.8%) vs. 11 ( 25.6%)] were higher than those in the control group, the differences were statistically significant (all P < 0.001). Conclusions The flipped classroom blended teaching method based on SPOC helps to improve students' test scores, increase students' interest in child health care course, improve students' various abilities and has been recognized by students.

Key words: Small private online course, Flipped classroom, Blended teaching method, Child health care

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