翻转课堂结合PBL在诊断听力学教学中的应用研究

目的 将翻转课堂与以问题为基础的学习（problem-based learning，PBL）相结合，应用于诊断听力学课程教学中，并评估其教学效果。方法 选取重庆医科大学2019级和2020级听力与言语康复专业本科学生共72人作为研究对象，以诊断听力学课程中的3个章节进行教学改革。其中2019级34人作为对照组，采用传统教学（lecture-based learning，LBL）；2020级38人作为试验组，采用翻转课堂+PBL进行教学。比较两种教学模式下学生的随堂测试成绩、课堂参与度评分、教学效果满意度及教学总体满意度，以评价教学效果。运用SPSS 23.0软件采用t检验、卡方检验、曼-惠特尼秩和检验进行统计分析。结果 试验组随堂测试成绩（25.95±1.21）分高于对照组成绩（23.21±1.55）分，两组比较差异有统计学意义（P<0.001）。在课堂参与度评分方面，试验组课堂讨论参与度、合作与协作能力，以及提问能力评分均高于对照组，两组比较差异有统计学意义（P<0.001，<0.001，<0.001）。在教学满意度方面，试验组学生在学习兴趣、理论知识掌握情况、团队协作能力、自主学习能力和自我展示能力等维度的满意度均高于对照组，两组比较差异有统计学意义（P=0.005，0.009，0.001，0.016，0.005）。此外，试验组对教学的总体满意度也高于对照组，两组比较差异有统计学意义（P=0.006）。结论 在诊断听力学课程教学中，采用翻转课堂结合PBL教学获得了良好的教学效果，值得推广。

Application of flipped classroom combined with problem-based learning in the teaching of diagnostic audiology

Objective To investigate the teaching effect of flipped classroom combined with problem-based learning (PBL) in the teaching of the Diagnostic Audiology course.Methods A total of 72 undergraduate students majoring in audiology and speech rehabilitation in the classes of 2019 and 2020 in Chongqing Medical University were enrolled as subjects, and three chapters of the Diagnostic Audiology course were selected for teaching reform. The 34 students in the class of 2019 were enrolled as control group and received lecture-based learning (LBL), and the 38 students in the class of 2020 were enrolled as experimental group and received flipped classroom combined with PBL. The teaching effect was evaluated by comparing the two groups in terms of classroom test scores, classroom participation scores, degree of satisfaction with teaching effect, and overall satisfaction with teaching. SPSS 23.0 software was used to perform the t-test, the chi-square test, and the Mann-Whitney U test.Results The experimental group had a significantly higher classroom test score than the control group (25.95±1.21 vs. 23.21±1.55, P<0.001). In terms of classroom participation scores, the experimental group had significantly higher scores of participation in class discussion, cooperative and collaborative abilities, and questioning skills than the control group (all P<0.001). In terms of the degree of satisfaction with teaching, compared with the control group, the experimental group had significantly higher degrees of satisfaction in the dimensions such as interest in learning, mastery of theoretical knowledge, teamwork and collaboration abilities, self-learning ability, and self-presentation (P=0.005, 0.009, 0.001, 0.016, and 0.005). In addition, the experimental group had a significantly higher degree of overall satisfaction with teaching than the control group (P=0.006).Conclusion Flipped classroom combined with PBL has a good teaching effect in the Diagnostic Audiology course and thus holds promise for further application.