文献类型：期刊文献

中文题名：线上、线下混合式教学模式在中西医妇产科学教学中的应用

英文题名：Application of online and offline blended teaching mode in the teaching of obstetrics and gynecology in traditional Chinese and western medicine

作者：赵粉琴[1];程芳[2];王新斌[1];杨永琴[1];杨亚玲[2];张小花[3]

第一作者：赵粉琴

机构：[1]甘肃中医药大学中西医结合学院,甘肃兰州730101;[2]甘肃中医药大学附属医院妇产科,甘肃兰州730020;[3]甘肃中医药大学中医临床学院,甘肃兰州730101

第一机构：甘肃中医药大学中西医结合学院

年份：2023

卷号：40

期号：3

起止页码：107

中文期刊名：甘肃中医药大学学报

外文期刊名：Journal of Gansu University of Chinese Medicine

基金：甘肃中医药大学教学改革项目(YBXM-15,YBXM-202212)。

语种：中文

中文关键词：混合式教学;中西医妇产科学;学习成绩;教学满意度;教学改革

外文关键词：blended teaching;obstetrics and gynecology of traditional Chinese and western medicine;academic performance;teaching satisfaction;teaching reform

摘要：目的探讨线上、线下混合式教学模式在中西医妇产科学教学中的应用效果。方法将2016级中西医临床专业学生设为实验组,采取中国大学生慕课结合“雨课堂”为主的线上、线下混合式教学模式教学;将2015级中西医临床专业学生设为对照组,采取传统的PPT与板书结合的线下教学。2个年级课程的各个章节由相同教师讲授。学期结束后比较2组的期末考试成绩、总评成绩及期末考试成绩等级,并通过问卷调查的方式了解实验组学生对线上、线下混合式教学模式的满意度。结果实验组学生的期末考试及总评成绩明显高于对照组,差异均有统计学意义(P<0.01);实验组学生期末考试成绩不及格率明显低于对照组,优良率明显高于对照组,差异均有统计学意义(P<0.01);实验组学生认为线上、线下混合式教学模式在提高学习兴趣、学习积极性、自主学习能力、分析问题能力、语言表达能力,掌握课堂知识及重点、难点知识,活跃课堂气氛,加强教学管理,促进教学内容、教学进度的完成等方面具有一定的优势,学生满意度较高。结论线上、线下混合式教学模式可以提高学生的自主学习能力和学习成绩,激发学生学习的积极性和主动性,学生满意度高。
Objective To find out the effect of online and offline blended teaching mode in the teaching of obstetrics and gynecology of traditional Chinese and western medicine.Methods Grade 2016 students majoring in clinical Chinese and western medicine were selected as the experimental group,and the online and offline blended teaching mode was adopted,mainly consisting of“MOOCs and Rain Classroom”.Grade 2015 students majoring in clinical Chinese and western medicine were set as the control group whose teaching mode was traditional offline teaching,mainly consisting of PPT and blackboard writing.Each chapter of the curriculum for the two grades is taught by the same teacher.In the end of the semester,the final exam scores,overall evaluation scores,and final exam grades of the two groups were compared;the degree of satisfaction of the experimental group students with the online and offline blended teaching mode was investigated by a questionnaire survey.Results The final exam and overall evaluation scores of the experimental group students were significantly higher than those of the control group,with statistical significance(P<0.01).The failure rate of the experimental group students in the final exam was significantly lower than that of the control group,and the excellent rate was significantly higher than that of the control group,with statistical significance(P<0.01).The experimental group students believe that the online and offline blended teaching mode is superior in improving learning interest,learning enthusiasm,self-learning ability,problemsolving ability,language expression ability,classroom knowledge and key and difficult knowledge mastering,activating classroom atmosphere,strengthening class management,and promoting the completion of teaching content and progress,with high student satisfaction.Conclusion The online and offline blended teaching mode can improve students’self-learning ability and academic performance,stimulate their enthusiasm and initiative in learning,and achieve high student satisfaction.