基于小规模在线课程模式的职业卫生与职业医学在线开放课程的构建与应用研究

邹学敏; 朱乐玫; 李东阳; 曾令锋; 刘娟

doi:10.16766/j.cnki.issn.1674-4152.002473

基于小规模在线课程模式的职业卫生与职业医学在线开放课程的构建与应用研究

doi: 10.16766/j.cnki.issn.1674-4152.002473

长沙医学院公共卫生学院，湖南长沙 410219

基金项目:

湖南省普通高校教学改革研究项目湘教通[2019]291-989号

“湖南省普通高校青年骨干教师”培育项目湘教通[2019]43号

《职业卫生与职业医学》认定为湖南省线下一流课程湘教通〔2020〕9号-378

详细信息

通讯作者:
朱乐玫，E-mail：14797174@qq.com

中图分类号: R192 R13
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- 被引次数: 0
出版历程
- 收稿日期: 2021-02-21
- 网络出版日期: 2022-09-05

Construction and application of online open course of occupational health and occupational medicine based on small private online course model

School of Public Health, Changsha Medical College, Changsha, Hunan 410219, China

摘要

摘要: 目的通过小规模在线课程(SPOC)模式的职业卫生与职业医学在线开放课程的构建与应用，探索适合该课程的新型教学模式，以期为教学改革研究提供范式和参考。方法选择14级与16级长沙医学院预防医学本科班学生为研究对象，以2016级预防医学专业本科班为实验组，采用SPOC教学模式；2014级预防医学专业本科班为对照组，采用常规线下教学。依托超星学习通平台，构建职业卫生与职业医学在线开放课程。在课程内容结构、教学方法、教学过程、考核机制等方面进行改革与探索，开展差异化教学。通过问卷满意度调查及课程考试成绩对该教学法进行教学效果评价。结果通过教学改革，职业卫生与职业医学在线开放课程的线上资源更加丰富和完善；16级预防班89.89%的学生对SPOC模式教学法总体评价表示满意；92.13%的学生认为提高了自己的自主学习能力；84.27%的学生对教师与同学们之间的互动表示满意；87.64%的学生觉得该教学法提供了丰富的教学资源；在团队协作能力、提高语言表达能力、查阅文献的能力均有不同程度提升。16级预防班实验操作考试成绩、理论成绩和总成绩均高于未改革的14级预防班，差异有统计学意义(均P＜0.05)。结论 SPOC教学模式能够充分调动学生的积极性和主动性；一定程度上能提高学生对于知识点的掌握；可显著提高学生的学习效果，学生满意度良好，可为在线教学提供一种有效借鉴。
- 小规模在线课程 /
- 职业卫生与职业医学 /
- 在线开放课程
Abstract: Objective To explore a new teaching mode suitable for the course through the construction and application of the online open course of occupational health and occupational medicine in small private online course (SPOC) mode, in order to provide paradigm and reference for the research of teaching reform. Methods Grade 14 and 16 undergraduate classes of preventive medicine in Changsha Medical College were selected as the research object. The grade 16 class was selected as the experimental group using SPOC teaching mode, and the grade 14 class was the control group using routine offline teaching. Relying on the Superstar learning platform, an online open course of occupational health and occupational medicine was built. It had carried out reform and exploration in the aspects of curriculum content structure, teaching methods, teaching process and assessment mechanism, and carried out differentiated teaching. The teaching effect of this teaching method was evaluated through questionnaire survey and course examination results. Results Through the teaching reform, the online resources of online open courses of occupational health and occupational medicine were more abundant and perfect. 89.89% of the students in grade 16 class were satisfied with the overall evaluation of SPOC mode teaching method, 92.13% of the students thought that they had improved their autonomous learning ability, 84.27% of the students were satisfied with the interaction between your teachers and students, 87.64% of the students felt that the teaching method provided rich teaching resources. The ability of teamwork, improving language expression and consulting literature had been improved to varying degrees. The scores of experimental operations, theory and total scores of grade 16 class were higher than those of grade 14 class, and the difference was statistically significant (all P < 0.05). Conclusion SPOC teaching mode can fully mobilize students' enthusiasm and initiative, it can improve students' mastery of knowledge points in some extent. It can significantly improve students' learning effect and good students' satisfaction, which can provide an effective reference for online teaching.
- Small private online course /
- Occupational health and occupational medicine /
- Online open courses

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图 1 SPOC教学模式图

Figure 1. SPOC teaching model diagram

下载: 全尺寸图片幻灯片

表 1 职业卫生与职业医学在线开放课程教学改革成效

Table 1. Effect of teaching reform of online open course of occupational health and occupational medicine

项目	改革前	改革内容	改革后
教学资源	教学资源少、与教学内容不同步，学生学习情况无法监测	提供丰富的微视频课程、操作视频、前沿论文及成果、测试题、发布主题讨论等	微课视频资源及测试题完成率高，以16级预防专业级数据为例，此项数值为98.6%
课堂管理与控制	课前人工点名约5 min，课堂表现成绩期末需手工汇总、课堂测验也不能覆盖全班同学	移动端手势签到、课堂小测试、在线提问与抢答、主题讨论等	移动端1 min自动点名完成，期末自动统计纳入平时成绩，当堂测试电脑自动阅卷，直接出成绩，效率更高
多维度量化评价	平时成绩由考勤、课堂提问、实验等因素构成，学生也不能实时了解自己的平时成绩	将签到、观看视频、在线课堂答疑、测试、主题讨论、实验报告等因素纳入多维量化评价，更全面地评价学生的学习过程	多维度形成性评价，更全面了解评价学生的学习过程，学生也可随时了解自己的平时成绩
个性化、分层教学	大量精力用于考勤、批阅作业，任务布置一刀切	通过自动化布置、批阅作业，教师有更多精力实施个性化教学	教学分层设计、实现和评价，更关注学生个性化成长，更好地调整教学内容适应学情
教学全过程管理	课堂之外学生预习复习难以量化管理	在线课程辅助预习复习	在线课前、课后访问量可以精准获得

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表 2 2016级89名学生对SPOC模式教学法满意度调查结果[例(%)]

Table 2. Survey results of satisfaction with SPOC teaching method among 89 students of Grade 2016 [cases (%)]

项目	满意	一般	不满意
对该教学法的满意度	80(89.89)	6(6.74)	3(3.37)
课程资源	78(87.64)	7(7.87)	4(4.49)
提高学习兴趣	72(80.90)	11(12.36)	6(6.74)
提高团队协作能力	73(82.02)	9(10.11)	7(7.87)
提高自主学习能力	82(92.13)	5(5.62)	2(2.25)
提高语言表达能力	71(83.17)	14(15.73)	4(4.49)
提高文献检索能力	67(75.28)	17(19.10)	5(5.62)
教师与学生互动情况	75(84.27)	11(12.36)	3(3.37)
课外学习时间延长	68(76.40)	15(16.85)	6(6.74)

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表 3 2组学生课程考试成绩比较(x±s，分)

Table 3. Comparison of course examination scores between the two groups (x±s, scores)

年级	例数	操作能力成绩	理论成绩	总成绩
2014级	77	13.60±1.94	59.68±7.49	72.39±7.24
2016级	89	16.87±1.69	63.86±6.51	79.04±8.52
t值		11.607	3.847	5.373
P值		< 0.001	< 0.001	< 0.001

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