后疫情背景下《生理学》线上线下教学模式的探讨

于影; 张蔚屏; 胡杰; 叶红伟; 郑玲; 马善峰; 高琴

doi:10.16766/j.cnki.issn.1674-4152.002562

后疫情背景下《生理学》线上线下教学模式的探讨

doi: 10.16766/j.cnki.issn.1674-4152.002562

蚌埠医学院基础医学院生理学教研室，安徽蚌埠 233000

基金项目:

安徽省高等学校省级质量工程项目 2020mooc296

蚌埠医学院质量工程支持疫情防控期间重大线上教学改革研究项目 2020zdxsjg015

详细信息

通讯作者:
高琴, E-mail: bbmcgq@126.com

中图分类号: R192 R33
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- 文章访问数: 324
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- 被引次数: 0
出版历程
- 收稿日期: 2021-11-22
- 网络出版日期: 2022-09-23

Exploration of "online and offline" blended teaching mode of physiology under the background of post-epidemic period

Department of Physiology, School of Basic Medicine, Bengbu Medical College, Bengbu, Anhui 233000, China

摘要

摘要: 目的探索线上教学模式与传统教学模式在生理学课程中的应用评价。方法选择蚌埠医学院2018级和2019级营养与食品卫生学专业本科生共71人作为研究对象，其中2019级36名学生为研究组，采用超星学习通+腾讯课堂线上教学模式；2018级35名学生为对照组，采用传统课堂教学模式。课程结束后，通过对2组学生课程的考核成绩进行比较，了解学习情况、检验学习效果。同时，以线上问卷调查形式，采取不记名的方式对学习主动性、学习兴趣度、学习动能、表达能力、独立思维能力、团队协作能力、创新能力、获得成功的体验、自信心提高、教学模式安排满意程度等方面，分析学生对本专业授课教学模式的评价情况。结果研究组的考核成绩为(83.15±5.91)分，对照组的考核成绩为(86.10±8.06)分，2组课程考试成绩差异无统计学意义(P>0.05)，同时2组成绩良好率差异也无统计学意义(P>0.05)。研究组在学习兴趣度、表达能力，以及教学方法和方式、教学创新满意度等方面高于对照组，差异均有统计学意义(均P < 0.05)；但在团队协作能力、获得成功的体验和自信心提高等方面低于对照组，差异均有统计学意义(均P < 0.05)。结论线上教学模式需要不断完善和改进，教师传统的课堂讲授仍然是一个重要的环节。后疫情时代，线上线下混合式教学是传统的教学方法向互联网数字教学方法过渡时期的必然趋势。
- 生理学 /
- 线上教学 /
- 传统教学 /
- 应用效果
Abstract: Objective To compare the teaching effect of online teaching method and traditional teaching method in physiology course. Methods Seventy-one undergraduates majoring in the Nutrition and Food Hygiene major of Bengbu Medical College were selected as the research objects. They were divided into two groups. The research group consisted of 36 undergraduates of 2019 and received Superstar learning link + Tencent classroom online teaching mode. The control group consisted of 35 undergraduates of 2018 and adopted the traditional classroom teaching mode. After the course, the learning effect was tested by comparing the test scores of the two groups of students. The evaluation effect of the two groups was analysed by the course grades. An anonymous questionnaire survey was also used to evaluate the learning initiative, learning interest, learning motivation, expression ability, independent thinking ability, teamwork ability, innovation ability, successful experience, self-confidence improvement and teaching mode arrangement satisfaction of the two groups. Results The scores of the research group and the control group were (83.15±5.91) points and (86.10±8.06) points, respectively. No statistically significant difference was found in the scores of course and the good rate between the two groups (P>0.05). The research group was higher than the control group in terms of interest in curriculum, expression ability, teamwork ability and the satisfaction of teaching methods and teaching innovation and the differences were statistically significant (all P < 0.05). However, in terms of teamwork, experience of success and self-confidence, the research group was statistically lower than the control group (all P < 0.05). Conclusion The online teaching mode needs to be improved constantly and the traditional classroom teaching by teachers is still an important part. In the post-epidemic period, the combination of online and offline teaching is an inevitable trend.
- Physiology /
- Online teaching /
- Traditional teaching /
- Application effect

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图 1 研究组开展线上教学模式的技术路线图

Figure 1. Technology roadmap for the online teaching model of the research group

下载: 全尺寸图片幻灯片

表 1 2组学生考试成绩比较

Table 1. Comparison of the test scores between the two groups

组别	人数	综合成绩(x±s，分)	良好率(%)
研究组	36	83.15±5.91	66.67(24/36)
对照组	35	86.10±8.06	77.14(27/35)
统计量		1.762^a	0.963^b
P值		0.082	0.327
注：^a为t值，^b为χ²值。

下载: 导出CSV

表 2 2组学生教学模式对能力提高的评价[人(%)]

Table 2. Evaluation of ability improvement by teaching mode of students in the two groups [person (%)]

组别	人数	评价指标	学习主动性^a	学习兴趣度^a	学习动能	表达能力^a	独立思维能力
研究组	36	非常满意	9(25.7)	17(48.6)	8(22.2)	16(45.7)	5(13.9)
		满意	16(45.7)	10(28.6)	19(52.8)	12(34.3)	22(61.1)
		一般	10(28.6)	8(22.9)	9(25.0)	7(20.0)	9(25.0)
对照组	35	非常满意	5(13.9)	7(19.4)	8(22.9)	6(17.1)	9(25.7)
		满意	20(55.6)	12(33.3)	16(45.7)	21(60.0)	18(51.4)
		一般	10(30.6)	16(47.2)	11(31.4)	8(22.9)	8(22.9)
Z值			0.644	2.579	0.356	2.091	0.868
P值			0.520	0.010	0.722	0.047	0.385

组别	人数	评价指标	独立思维能力	团队协作能力	创新能力	获得成功的体验	自信心提高
研究组	36	非常满意	5(13.9)	8(22.2)	9(25.0)	3(8.3)	4(11.1)
		满意	22(61.1)	16(44.4)	21(58.3)	20(55.6)	19(52.8)
		一般	9(25.0)	12(33.3)	6(16.7)	13(36.1)	13(36.1)
对照组	35	非常满意	9(25.7)	19(54.3)	10(28.6)	12(34.3)	19(54.3)
		满意	18(51.4)	9(25.7)	13(37.1)	14(40.0)	10(28.6)
		一般	8(22.9)	7(20.0)	12(34.3)	9(25.7)	6(17.1)
Z值			0.868	2.449	0.802	2.051	3.435
P值			0.385	0.014	0.422	0.040	0.001
注：^a为研究组有1例数值缺失。

下载: 导出CSV

表 3 2组学生对教学安排的评价[人(%)]

Table 3. Evaluation of teaching arrangement in the two groups [person (%)]

组别	人数	评价指标	教学内容	教学方法和形式	教学创新
研究组	36	非常满意	21(58.3)	23(63.9)	22(61.1)
		满意	12(33.3)	10(27.8)	11(30.6)
		一般	3(8.3)	3(8.3)	3(8.3)
对照组	35	非常满意	15(42.9)	13(37.1)	13(37.1)
		满意	18(51.4)	19(54.3)	18(51.4)
		一般	2(5.7)	3(8.6)	4(11.4)
Z值			1.065	1.992	1.864
P值			0.287	0.046	0.042

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