中华医学教育杂志

中华医学教育杂志 ›› 2021, Vol. 41 ›› Issue (2): 127-130.DOI: 10.3760/cma.j.cn115259-20200524-00809

• 调查研究 • 上一篇    下一篇

基于学生视角的生理学线上翻转课堂学习体验和学习偏好调查

徐阳婷1, 贺雨真2, 董建祥2, 邓静3, 向阳4, 暨明4, 罗自强4   

  1. 1中南大学湘雅医学院 2018级五年制麻醉医学专业,长沙 410013;
    2中南大学湘雅医学院 2018级五年制临床医学专业,长沙 410013;
    3中南大学湘雅公共卫生学院流行病与卫生统计学系,长沙 410013;
    4中南大学基础医学院生理学系,长沙 410013
  • 收稿日期:2020-05-24 出版日期:2021-02-01 发布日期:2021-02-02
  • 通讯作者: 罗自强, Email: luozq1962@163.com, 电话: 0731-82355051
  • 基金资助:
    中南大学深化创新创业教育改革研究(2019CG019);中南大学“课程思政”建设立项(2019096);湖南省普通高等学校课程思政建设研究项目(HNKCSZ-2020-0061)

Analysis of college students' learning experience and learning preference in online flipped classroom teaching of physiology from the perspective of learner

Xu Yangting1, He Yuzhen2, Dong Jianxiang2, Deng Jing3, Xiang Yang4, Ji Ming4, Luo Ziqiang4   

  1. 1Five-Year Program of Anesthesiology undergraduate student, Xiangya School of Medicine, Central South University, Changsha 410013, China;
    2Five-Year Clinical Medicine undergraduate student, Xiangya School of Medicine, Central South University, Changsha 410013, China;
    3Department of Epidemiology and Health Statistics, Xiangya School of Public Health, Central South University, Changsha 410013, China;
    4Department of Physiology, School of Basic Medical Science, Central South University, Changsha 410013, China
  • Received:2020-05-24 Online:2021-02-01 Published:2021-02-02
  • Contact: Luo Ziqiang, Email: luozq1962@163.com, Tel: 0086-731-82355051
  • Supported by:
    Research on deepening innovation and entrepreneurship education reform of Central South University (2019CG019); Central South University “Ideological and Political Courses” construction project (2019096); Hunan Province colleges ideological and political courses construction project(HNKCSZ-2020-0061)

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摘要： 目的 分析生理学课程线上翻转课堂教学中学生的学习体验与学习偏好,以期为线上教学资源的提供和教学方式的设计提供参考。方法 本研究采用问卷调查方法。2020年3月至4月,选取中南大学湘雅医学院2018级五年制临床医学专业147名学生为研究对象,在生理学课程授课第一周和第五周分别对学生的线上学习体验和学习偏好进行调查,通过配对秩和检验、配对卡方检验等进行数据分析。结果 共有140名学生参加了2次调查。学生对线上翻转课堂的满意度评分分别为4(3,4)和4(4,4),喜爱度评分均为4(3,4),同一学生的2次调查结果显示,第二次调查的满意度和喜爱度评分比第一次调查的评分均有提高,其差异均具有统计学意义(Z=-2.513,P=0.012;Z=-2.704,P=0.007)。2次调查中分别有56.4%(79/140)和50.0%(70/140)的学生偏好15分钟短视频,43.6%(61/140)和50.0%(70/140)的学生偏好45分钟长视频,同一学生在2次调查中对不同时长录播课程视频偏好变化的差异无统计学意义(χ2=1.641,P=0.200);55.7%(78/140)和60.0%(84/140)的学生偏好直播课程,44.3%(62/140)和40.0%(56/140)的学生偏好录播课程,同一学生在2次调查中对不同授课形式偏好变化的差异无统计学意义(χ2=0.500,P=0.480)。 学生对生理学课程线上翻转课堂的学习体验良好,对不同时长的录播课程视频、录播课程与直播课程有着不同的学习偏好,线上教学资源的提供和教学方式设计应当兼顾不同学生群体的需求。

关键词: 翻转课堂, 生理学, 在线教学, 学习偏好, 学习体验

Abstract: Objective To analyze the students' learning experience and preference in the online flipped classroom teaching of physiology to provide reference for the supply of online teaching resources and the design of teaching methods.Methods From March to April 2020, totally 147 undergraduates of five-year curriculum of clinical medicine in Xiangya School of Medicine were selected as the research objects. Two questionnaire surveys about students' learning experience and preference were conducted in the first and fifth week of physiology course. The data were analyzed by paired rank sum test and paired chi-square test.Results In the two surveys, students' satisfaction scores with the online flipped classroom teaching mode was 4(3,4) and 4(4,4) ,and likability scores were 4 (3, 4), the same student's satisfaction and liking degree in the second survey were higher than those in the first survey, and the differences were statistically significant (Z=-2.513,P=0.012;Z=-2.704,P=0.007). 56.4%(79/140) and 50.0%(70/140) of the students preferred 15min mini-video, while 43.6%(61/140) and 50.0%(70/140) students preferred 45min complete video, and there was no significant difference in the video preference of the same student in the two surveys(χ2=1.641,P=0.200). It was also found that 55.7%(78/140) and 60.0%(84/140) of students preferred live lectures, while 44.3%(62/140) and 40.0%(56/140) students preferred recorded lectures in the two surveys. There was no significant difference between the two surveys on the same student's preference for different teaching forms(χ2=0.500,P=0.480).Conclusions The students have a good learning experience of the online flipped classroom teaching model of physiology course, and have different learning preferences for different length of video, video and live-broadcast courses, this result suggests that the provision of online teaching resources and the design of teaching methods should meet the needs of different groups of students.

Key words: Flipped classroom, Physiology, Online teaching, Learning preference, Learning experience

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