In the process of teaching reform, the application of new methods and new models has a significant impact on learners' training. With the development of “internet +” thinking, the possibility of teaching innovation is greatly increased based on network and multimedia technology. Under this circumstance, the “Flipped classroom” has been rapidly introduced into the teaching practice of various levels and disciplines in China. The research on the connotation understanding, application reflection and Enlightenment of the Flipped classroom has become a hot topic in the educational circles. This paper explores the connotation, advantages and disadvantages of Flipped classroom, and through observation and practice in teaching, combined with the particularity of traditional Chinese medicine professional education, ponders on the transformation from classic teaching mode to new online classroom mode, expecting to be helpful tofaculty and educational theoretical researchers.
Zhao Xin
,
Liu Yueyun
,
Chen Jiaxu
. The analysis of the advantages and disadvantages of Flipped classroom and its adaptability in the teaching of traditional Chinese medicine specialty[J]. Chinese Journal of Medical Education, 2020
, 40(2)
: 103
-106
.
DOI: 10.3760/cma.j.issn.1673-677X.2020.02.006
[1] See S,Conry JM. Flip my class! A faculty development demonstration of a flipped-classroom[J]. Currents in Pharmacy Teaching & Learning,2014,6(4):585-588. DOI:org/10.1016/j.cptl.2014.03.003.
[2]李霞. “互联网+”背景下基于MOOC的翻转课堂在大学教学模式中的应用研究[J].高教学刊,2018(23):103-105.
[3]邰春玲, 隋树杰, 史淑杰. 翻转课堂医学教育领域应用研究评述[J].中华医学教育杂志,2016,36(3):398-400,408. DOI: 10.3760/cma.j.issn.1673-677X.2016.03.020.
[4]韩丽珍. 翻转课堂在我国发展的瓶颈及路向选择[J].江苏广播电视大学学报,2013(2):41-44. DOI: 10.3969/j.issn.1008-4207.2013.02.011.
[5]邢文娟, 张海锋. 基于翻转课堂的基础医学概论课程改革实践与思考[J].中华医学教育杂志,2019,39(4):272-275. DOI: 10.3760/cma.j.issn.1673-677X.2019.04.008.
[6]常佩芬, 刘丽杰, 郭楠, 等. 中医院校“翻转课堂”教学改革认识初探[J].光明中医,2018,33(19):2933-2935. DOI: 10.3969/j.issn.1003-8914.2018.19.064.
[7]洒玉萍, 武娟, 李永平, 等. 翻转课堂教学模式在针灸学病症教学中的实践[J].中国中医药现代远程教育,2018,16(24):19-21. DOI: 10.3969/j.issn.1672-2779.2018.24.009.
[8]Whillier S, Lystad RP. No differences in grades or level of satisfaction in a flipped classroom for neuroanatomy[J]. J Chiropr Educ, 2015,29(2):127-133. DOI: 10.7899/JCE-14-28.
[9]亢东琴, 岳树锦. 翻转课堂应用于医学教育的研究现状[J].中国高等医学教育,2017(6):19-20. DOI: 10.3969/j.issn.1002-1701.2017.06.010.
[10]单立冬, 陶金, 蒋星红. 基础医学课程中实施翻转课堂教学的评价[J].中华医学教育杂志,2018,38(1):129-133. DOI: 10.3760/cma.j.issn.1673-677X.2018.01.029.
[11]王鲲鹏, 申岱, 马恒香, 等. 翻转课堂教学方法应用于牙体解剖学教学的探讨[J].中华医学教育杂志,2017,37(5):687-690,699. DOI: 10.3760/cma.j.issn.1673-677X.2017.05.011.
[12] 梁锦坚,李谦华,莫颖倩,等. 基于微课的翻转课堂教学模式在内科学类风湿性关节炎见习教学中的应用[J]. 中华医学教育杂志,2017,37(3): 419-423. DOI: 10.3760/cma.j.issn.1673-677X.2017.03.022.
[13]王玥. 翻转课堂实证研究的总结与评价[J].郑州师范教育,2014,3(2):15-19.
[14]Veeramani R, Madhugiri VS, Chand P. Perception of MBBS students to “flipped class roomz” approach in neuroanatomy module[J]. Anat Cell Biol, 2015,48(2):138-143. DOI: 10.5115/acb.2015.48.2.138.
