目的 探讨导入(bridge-in)、目标(objective)、前测(pre-assessment)、参与式学习(participatory learning)、后测(post-assessment)、总结(summary)(BOPPPS)结合雨课堂在语言治疗学课程中的教学效果。方法 选取中国医科大学2020级康复治疗学专业72名学生为研究对象,在语言治疗学课程中设计并实施BOPPPS结合雨课堂的教学方式,采用学生前测完成度、参与式学习完成度、后测完成度和总完成度与期末成绩的相关性以及对学生的访谈评价教学效果。数据采用描述统计和相关分析方法。结果 全体学生的前测完成度为(0.86±0.11),参与式学习完成度为(0.71±0.13),后测完成度为(0.84±0.13),总完成度为(0.80±0.11),学生的期末成绩为(78.92±8.12)分。期末考试成绩与总完成度之间存在相关关系,r=0.410,P<0.001。22名参加访谈的学生中,20名(90.9%)学生对BOPPPS结合雨课堂的教学方式非常满意。结论 BOPPPS结合雨课堂的教学方式得到学生的认可,有助于学生积极参与学习,实现教学目标。
Objective To explore the application effect of BOPPPS combined with rain classroom in the course of speech therapy. Methods A total of 72 students from China Medical University enrolled in 2020 rehabilitation therapeutics major were selected as research objects. BOPPPS combined with rain classroom was designed and implemented in the course of speech therapy. The teaching effect was evaluated through the results of process-based evaluation, pre-assessment completion, participatory learning completion, post-assessment completion, and total completion; the correlation between the completion and summative assessment (final exam) and student interviews. Descriptive statistics and correlation analysis methods were used. Results All students' pre-assessment completion was (0.86±0.11), participatory learning completion was (0.71±0.13), post-assessment completion was (0.84±0.13), total completion was (0.80±0.11), and the final exam score was (78.92±8.12). There was a correlation between the final exam score and the total completion (r=0.410,P<0.001). Of the 22 students who participated in the interview, 20 (90.9%) were very satisfied with the teaching method. Conclusions The teaching method of BOPPPS combined with rain classroom was recognized by students, which helped students to actively participate in learning and practice teaching objectives.
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