微课和翻转课堂在生理学实验教学中的应用

目的:探讨微课(Microlecture)结合翻转课堂(Flipped Classroom)在生理学实验教学中的应用及效果。方法:以第四军医大学2010级临床医学专业五年制学员作为研究对象,随机分为对照组(A班,42人)和试验组(B班,42人),A班(7组,6人/组)接受传统方式的授课,B班(7组,6人/组)接受微课和翻转课堂模式的授课。课程结束后,以试卷考试,统计分析考试分数,同时用问卷调查评价教学效果。结果:试验组的总成绩明显高于对照组(P0.05)。学员对微课和翻转课堂教学法的效果评价明显优于传统的授课方式,微课结合翻转课堂在生理学实验教学中的应用明显提高了学员的实验兴趣、独立思考能力、动手能力、团队协作能力及自主学习能力。结论:微课结合翻转课堂在实验教学中的应用不但可以加深理论知识的理解,提高学员的各种技能,而且可推广应用到其他实验课程。

Application of Microlecture Plus Flipped Classroomin PhysiologyExperiment Teaching

Objective:To investigate the application and evaluation of microlecture plus flipped classroom in physiologyexperiment teaching.Methods:A total of 84 medical students of five-year program from the Fourth Military Medical University werechosen as objects of analysis. They were randomly divided into control group (Calss A, 42), in which students were divided into 7 groups(6/group) and practiced with traditional teaching model and experimental group, in which the students were divided into 7 groups(6/group) and practiced with microlecture plus flipped classroom teaching model. After the end of the course, examination papers weretested, and the scores of the exam were analyzed. At the same time, the effects of teaching were evaluated according to the questionnairesurvey.Results:The essay scores of class B were significantly higher than those of classA (P<0.05). The results revealed that themicrolecture plus flipped classroom teaching model was superior to traditional teaching model. The microlecture plus flipped classroomin physiology experiment teaching was obviously better than traditional teaching model in improving students'' interests in practicelearning and abilities such as independent thinking and problem-solving, team cooperation, and independent learning ability.Conclusion:The microlecture plus flipped classroom in physiology experiment teaching model not only deepen the understanding oftheoretical knowledge and improve students a variety of skills, but also should be applied to the other experimental courses.