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
计量
- 文章访问数: 318
- HTML全文浏览量: 147
- PDF下载量: 6
- 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

HTML全文

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

下载: 导出CSV

参考文献(19)

[1]	郝肖琼, 陈晓东, 马宝慧, 等. 医学院校《生理学》课程教学改革初探[J]. 包头医学院学报, 2019, 35(10): 102-103. https://www.cnki.com.cn/Article/CJFDTOTAL-BTYX201910044.htm HAO X Q, CHEN X D, MA B H, et al. A preliminary study on the teaching reform of physiology in medical colleges[J]. Journal of Baotou Medical College, 2019, 35(10): 102-103. https://www.cnki.com.cn/Article/CJFDTOTAL-BTYX201910044.htm
[2]	李月玲, 董新兵. 疫情期间网络教学存在的问题及对策分析[J]. 天津农学院学报, 2020, 27(2): 92-96. https://www.cnki.com.cn/Article/CJFDTOTAL-TJXY202002022.htm LI Y L, DONG X B. Problems and countermeasures of online teaching during the epidemic[J]. Journal of Tianjin Agricultural University, 2020, 27(2): 92-96. https://www.cnki.com.cn/Article/CJFDTOTAL-TJXY202002022.htm
[3]	吕叶辉, 吴学平, 王新艳, 等. 线上线下混合式教学在应用型本科医学院校的改革实践: 以正常人体学为例[J]. 卫生职业教育, 2019, 37(24): 51-53. https://www.cnki.com.cn/Article/CJFDTOTAL-ZDYX201924025.htm LYU Y H, WU X P, WANG X Y, et al. Reform practice of online and offline blended teaching in applied undergraduate medical colleges: A case study of Normal Humanity[J]. Health Vocational Education, 2019, 37(24): 51-53. https://www.cnki.com.cn/Article/CJFDTOTAL-ZDYX201924025.htm
[4]	韩曼, 鞠迪, 李汨. 基于蓝墨云班课的生理学线上线下混合教学探索和实践[J]. 陕西中医药大学学报, 2019, 42(5): 105-108. https://www.cnki.com.cn/Article/CJFDTOTAL-SXXY201905026.htm HAN M, JU D, LI M. Exploration and practice of online and offline hybrid teaching of physiology based on Lanmo cloud class[J]. Journal of Shaanxi University of Chinese Medicine, 2019, 42(5): 105-108. https://www.cnki.com.cn/Article/CJFDTOTAL-SXXY201905026.htm
[5]	JIANG Y H, CHEN Y Y, LU J S, et al. The effect of the online and offline blended teaching mode on English as a foreign language learners ' listening performance in a Chinese context[J]. Front Psychol, 2021, 16(12): 742742.
[6]	唐文波, 都晓英, 高涌, 等. PBL教学法联合血管腔内模拟器在血管外科临床实习教学中的应用[J]. 中华全科医学, 2021, 19(12): 2124-2126. doi: 10.16766/j.cnki.issn.1674-4152.002252 TANG W B, DU X Y, GAO Y, et al. Application of PBL teaching method combined with endovascular simulator in clinical practice teaching of vascular surgery[J]. Chinese Journal of General Practice, 2021, 19(12): 2124-2126. doi: 10.16766/j.cnki.issn.1674-4152.002252
[7]	周慧芳. 基于超星学习通与钉钉平台的生理学教学实践[J]. 卫生职业教育, 2020, 38(19): 67-68. https://www.cnki.com.cn/Article/CJFDTOTAL-ZDYX202019033.htm ZHOU H F. Teaching practice in physiology based on Chaoxing Learning Link and Dingding platform[J]Health Vocational Education, 2020, 38(19): 67-68. https://www.cnki.com.cn/Article/CJFDTOTAL-ZDYX202019033.htm
[8]	贾红, 郭媛, 孟凯, 等. 线上线下混合式教学模式在生理学教学中的探索[J]. 基础医学教育, 2021, 23(5): 335-339. https://www.cnki.com.cn/Article/CJFDTOTAL-SXYD202105012.htm JIA H, GUO Y, MENG K, et al. Exploration on online and offline blended teaching mode in physiology[J]. Basic Medical Education, 2021, 23(5): 335-339. https://www.cnki.com.cn/Article/CJFDTOTAL-SXYD202105012.htm
[9]	斯日古楞, 乌英嘎, 郝丹丹, 等. 线上线下混合教学模式在医学生理学教学中的应用[J]. 赤峰学院学报(自然科学版), 2021, 37(5): 96-99. doi: 10.3969/j.issn.1673-260X.2021.05.022 SI R L, WU Y G, HAO D D, et al. Application of online and offline hybrid teaching mode in the teaching of medical physiology[J]. Journal of Chifeng University (Natural Science Edition), 2021, 37(5): 96-99. doi: 10.3969/j.issn.1673-260X.2021.05.022
[10]	罗自强, 冯丹丹, 向阳, 等. 生理学国家级线上线下混合式一流课程建设的实践[J]. 基础医学教育, 2021, 23(4): 265-269. https://www.cnki.com.cn/Article/CJFDTOTAL-SXYD202104013.htm LUO Z Q, FENG D D, XIANG Y, et al. The practice of constructing a national-level online and offline hybrid first-class course in physiology[J]. Basic Medical Education, 2021, 23(4): 265-269. https://www.cnki.com.cn/Article/CJFDTOTAL-SXYD202104013.htm
[11]	吕艳欣, 伦志强, 董静, 等. 线上线下混合教学模式在教学中的实践[J]. 中国继续医学教育, 2021, 13(28): 23-26. doi: 10.3969/j.issn.1674-9308.2021.28.007 LYU Y X, LUN Z Q, DONG J, et al. The practice of the online and offline mixed teaching mode in teaching[J]. China Continuing Medical Education, 2021, 13(28): 23-26. doi: 10.3969/j.issn.1674-9308.2021.28.007
[12]	董红永. 新冠肺炎疫情期间高校实施线上教学现状、问题与对策: 基于1 228份问卷调查分析[J]. 吉林农业科技学院学报, 2021, 30(3): 11-14. https://www.cnki.com.cn/Article/CJFDTOTAL-TCGB202103003.htm DONG H Y. Status quo, problems and solution in concerning online teaching in higher education institutes during the COVID-19 Epidemic: An analysis of 1228 questionnaire[J]. Journal of Jilin Agricultural Science and Technology University, 2021, 30(3): 11-14. https://www.cnki.com.cn/Article/CJFDTOTAL-TCGB202103003.htm
[13]	周焕. 新型冠状病毒肺炎疫情下《卫生事业管理学》线上教学评价[J]. 蚌埠医学院学报, 2020, 45(10): 1432-1435. https://www.cnki.com.cn/Article/CJFDTOTAL-BANG202010033.htm ZHOU H. Study on online teaching method under the background of COVID-19 in health service management course[J]. Journal of Bengbu Medical College, 2020, 45(10): 1432-143 https://www.cnki.com.cn/Article/CJFDTOTAL-BANG202010033.htm
[14]	孙莉, 郎明非. 线上线下教学模式在生理学教学中的探索与思考[J]. 医学教育研究与实践, 2020, 28(1): 76-80. https://www.cnki.com.cn/Article/CJFDTOTAL-XBYX202001019.htm SUN L, LANG M F. Exploration and speculation of online to offline teaching in physiology teaching[J]. Medical Education Research and Practice, 2020, 28(1): 76-80. https://www.cnki.com.cn/Article/CJFDTOTAL-XBYX202001019.htm
[15]	齐晓娟, 孟凡谋, 牛淑冬. 基于智慧树平台的生理学混合式教学模式探索[J]. 基础医学教育, 2021, 23(8): 570-571. https://www.cnki.com.cn/Article/CJFDTOTAL-SXYD202108013.htm QI X J, MENG F M, NIU S D. Exploration of physiology blended teaching mode based on wisdom tree platform[J]. Basic Medical Education, , 2021, 23(8): 570-571. https://www.cnki.com.cn/Article/CJFDTOTAL-SXYD202108013.htm
[16]	郑倩倩, 石小举, 赵成海. "雨课堂+"混合式线上教学模式在《病理生理学》教学中的应用[J]. 中华医学教育探索杂志, 2021, 20(12): 1405-1408. doi: 10.3760/cma.j.cn116021-20200422-00696 ZHENG Q Q, SHI X J, ZHAO C H. The application of Rain Classroom hybrid online teaching mode in the teaching of pathophysiolog[J]. Chinese Journal of Medical Education Exploration, 2021, 20(12): 1405-1408. doi: 10.3760/cma.j.cn116021-20200422-00696
[17]	FRAMBACH J M, TALAAT W, WASENITZ S, et al. The case for plural PBL: An analysis of dominant and marginalized perspectives in the globalization of problem-based learning[J]. Adv Health Sci Educ Theory Pract, 2019, 24(5): 931-942. doi: 10.1007/s10459-019-09930-4
[18]	李徽徽, 孙美群, 袁圆, 等. 混合式教学模式在《人体胚胎学》教学中的应用探索[J]. 齐齐哈尔医学院学报, 2020, 41(6): 748-750. doi: 10.3969/j.issn.1002-1256.2020.06.038 LI H H, SUN M Q, YUAN Y, et al. Application of hybrid teaching model in the teaching of human embryology[J]. Journal of Qiqihar Medical College, 2020, 41(6): 748-750. doi: 10.3969/j.issn.1002-1256.2020.06.038
[19]	李海燕, 程薇, 朱庆文, 等. 新型冠状病毒肺炎疫情背景下线上教学的利与弊: 北京中医药大学留学生班生理学课程线上教学实践探索[J]. 中国中医药现代远程教育, 2020, 18(22): 3-5. https://www.cnki.com.cn/Article/CJFDTOTAL-ZZYY202022002.htm LI H Y, CHENG W, ZHU Q W, et al. Advantages and disadvantages of online teaching in the context of COVID-19: Exploration on the online teaching practice of physiology for international students in Beijing University of traditional Chinese[J]. Chinese Medicine Modern Distance Education of China, 2020, 18(22): 3-5. https://www.cnki.com.cn/Article/CJFDTOTAL-ZZYY202022002.htm