基于微课的翻转课堂教学模式在内科护理学教学中的应用

张艳丽; 蒋楠楠; 李秀川; 陈永侠; 李静; 徐贵霞

doi:10.16766/j.cnki.issn.1674-4152.002918

基于微课的翻转课堂教学模式在内科护理学教学中的应用

doi: 10.16766/j.cnki.issn.1674-4152.002918

1.
蚌埠医学院第一附属医院护理部，安徽蚌埠 233004
2.
蚌埠医学院护理学院，安徽蚌埠 233000

基金项目:

安徽省教育厅省级质量工程项目 2020mooc320

详细信息

通讯作者:
徐贵霞，E-mail: 2845458766@qq.com

中图分类号: R192.6 R47
计量
- 文章访问数: 282
- HTML全文浏览量: 76
- PDF下载量: 12
- 被引次数: 0
出版历程
- 收稿日期: 2022-03-01
- 网络出版日期: 2023-04-19

Application of the microlecture-based flipped classroom teaching mode in the teaching of internal medicine nursing

1.
Nursing Department, the First Affiliated Hospital of Bengbu Medical College, Bengbu, Anhui 233004, China

摘要

摘要: 目的为提高护生的课堂学习效果，在内科护理学教学中引入基于微课的翻转课堂教学模式并评价其效果。方法本研究以某本科院校2019级护理专业的120名本科生为研究对象，采用随机数表法分为实验组和对照组，每组60名，实验组采取基于微课的翻转课堂进行教学, 对照组采取传统的教学模式进行教学，比较2组学生自主学习能力及理论成绩评价方面之间的差异。结果在教学结束后, 理论成绩考核结果显示实验组总分[(78.55±5.27)分]高于对照组[(72.20±7.17)分], 其中实验组综合应用题成绩为(48.40±4.11)分，高于对照组[(41.45±5.34)分，P < 0.05], 而在理解记忆题得分方面，2组比较差异无统计学意义[(30.15±3.54)分vs.(30.75±4.32)分，P>0.05]；实验组自主学习能力总分为(323.33±14.16)分, 高于对照组[(206.00±12.21)分，P < 0.05]，各维度得分比较, 实验组均高于对照组, 差异均有统计学意义(均P < 0.05)。结论基于微课的翻转课堂教学模式，有利于学生建立完整的、系统的课程知识框架内容，充分提高学生自主学习能力的同时还可以巩固课堂的教学效果。
- 微课 /
- 翻转课堂 /
- 内科护理学教学
Abstract: Objective To improve the classroom learning effect of nursing students, the flipped topic teaching model based on micro lesson was introduced into the teaching of internal medicine nursing, and the application effect was evaluated. Methods In this study, 120 undergraduate nursing students in the class of 2019 from one university were selected as the research subjects. They were divided into experimental group and control group by random sampling method. The experimental group was taught by micro-lecture based flipped classroom teaching mode, while the control group was taught by traditional teaching mode. Results At the end of the teaching period, the test results showed that the total score in the experimental group (78.55±5.27) was higher than that in the control group (72.20±7.17), and the comprehensive application score in the experimental group (48.40±4.11) was higher than that in the control group [(41.45±5.34), P < 0.05], while, there was no significant difference between the experimental group and the control group in terms of comprehension and memory test scores [(30.15±3.54) points vs. (30.75±4.32) points, P>0.05]. The total score of independent learning ability in the experimental group (323.33±14.16) points was higher than that in the control group (206.00±12.21) points, the difference was statistically significant (P < 0.05), in addition, the scores in the experimental group were higher than those in the control group in all dimensions, the difference was statistically significant (all P < 0.05). Conclusion The microlecture-based flipped classroom teaching mode is conducive for students to establish a comprehensive and systematic curriculum knowledge framework, which fully improves students' independent learning ability, and meanwhile, also consolidates the teaching effect of the class.
- Microlecture /
- Flipped classroom /
- Teaching of internal medicine nursing

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表 1 2组护理专业学生理论成绩比较(x±s，分)

Table 1. Comparison of theoretical scores between the two groups of nursing students(x±s, points)

组别	人数	理解记忆题	综合应用题	总分
实验组	60	30.15±3.54	48.40±4.11	78.55±5.27
对照组	60	30.75±4.32	41.45±5.34	72.20±7.17
t值		0.832	7.989	5.522
P值		0.407	＜0.001	＜0.001

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表 2 2组护理专业学生自主学习能力得分比较(x±s，分)

Table 2. Comparison of self-directed learning ability scores between the two groups of nursing students(x±s, points)

组别	人数	动机分量表						策略分量表						总分
组别	人数	自我效能	内在目标	学习控制	外在目标	学习意义	学习焦虑	一般方法	学习求助	学习计划	学习总结	学习评价	学习管理	总分
实验组	60	30.47±2.50	38.82±3.03	37.80±3.04	13.48±2.64	9.70±1.48	19.35±2.18	55.07±9.84	39.72±3.73	30.70±2.62	23.52±2.33	12.40±2.10	12.30±2.21	323.33±14.16
对照组	60	16.43±1.58	21.93±3.04	20.30±1.51	9.58±1.80	5.35±1.83	11.88±2.35	31.00±3.50	28.57±5.63	21.15±2.66	19.43±2.01	9.60±1.67	10.78±2.44	206.00±12.21
t值		36.698	30.388	39.923	9.445	14.329	18.049	3.289	12.793	19.815	10.269	8.083	3.570	48.608
P值		< 0.001	< 0.001	< 0.001	< 0.001	< 0.001	< 0.001	0.001	< 0.001	< 0.001	< 0.001	< 0.001	0.001	< 0.001

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