基于微信与微课的翻转课堂教学模式在我校护理本科生中的应用(1)
[摘要] 目的 以《护理学基础》为例，探讨微信与微课的翻转课堂教学模式在黑龙江中医药大学(以下简称“我校”)护理本科生中的应用。 方法 选取2017年10月～2018年10月我校2015级护理本科生为研究对象，1、2班级为实验组(96人)，3、4班级为对照组(95人)。实验组实施微信与微课翻转课堂教学模式(微课的设计—建设微信公众平台—学生进行课前自主学习—课堂教学活动的开展—评价与反馈，总结与反思)，对照组实施老师教学生的传统教学模式。比较两组学生的基本理论、基本技能考试成绩，自主学习能力及评判性思维能力。 结果 实验组的基本理论、基本技能考试成绩明显高于对照组，差异有统计学意义(P < 0.05)。实验组的寻求真相、开放思想、分析能力、系统化能力、评判性思维的自信心、求知欲和认知成熟度评分均明显高于对照组，差异有统计学意义(P < 0.05)。实验组的学习动机、计划和实施、自我管理、人际沟通各项评分及总分均明显高于对照组，差异有统计学意义(P < 0.05)。 结论 微信与微课的翻轉课堂教学模式可有效提高我校护理本科生的学习效果，有助于提高学生的评判性思维能力。
[关键词] 微课;翻转课堂;微信;护理学基础
[中图分类号] R193 [文献标识码] A [文章编号] 1673-7210(2019)09(a)-0061-05
[Abstract] Objective To explore the application of flipped classroom teaching model based on WeChat and micro-class in nursing undergraduates of Heilongjiang University of Chinese Medicine ("our school" for short) by taking Basic Nursing as an example. Methods The subjects of this study were nursing undergraduates of grade 2015 in our school from October 2017 to October 2018. Classes 1 and 2 were experimental group (96 students)， while classes 3 and 4 were control group (95 students). Flipped classroom teaching model based on WeChat and micro-class was applied in experimental group (the design of micro-class--building of WeChat public platform--students′ autonomous learning before class--the development of classroom teaching activities--evaluation and feedback， summary and reflection)， while traditional teaching mode of teachers and students was used in control group. The basic theory and skills test scores， autonomous learning ability and critical thinking ability of two groups were compared. Results Test scores of basic theory and basic skills in experimental group were significantly higher than those in control group， the differences were statistically significant (P < 0.05). The scores of truth-seeking， open thinking， analytical ability， systematization ability， self-confidence of critical thinking， curiosity and cognitive maturity in experimental group were significantly higher than those in control group， the differences were statistically significant (P < 0.05). The scores of learning motivation， planning and implementation， self-management， interpersonal communication and total scores in experimental group were significantly higher than those in control group， the differences were statistically significant (P < 0.05). Conclusion The flipped classroom teaching mode of WeChat and micro-class can effectively improve the learning effect of nursing undergraduates in our school， and help to improve students′ critical thinking ability., http://www.100md.com(王淑荣 王丽芹 郭闯 邹香妮 陶莎 张杨)
[关键词] 微课;翻转课堂;微信;护理学基础
[中图分类号] R193 [文献标识码] A [文章编号] 1673-7210(2019)09(a)-0061-05
[Abstract] Objective To explore the application of flipped classroom teaching model based on WeChat and micro-class in nursing undergraduates of Heilongjiang University of Chinese Medicine ("our school" for short) by taking Basic Nursing as an example. Methods The subjects of this study were nursing undergraduates of grade 2015 in our school from October 2017 to October 2018. Classes 1 and 2 were experimental group (96 students)， while classes 3 and 4 were control group (95 students). Flipped classroom teaching model based on WeChat and micro-class was applied in experimental group (the design of micro-class--building of WeChat public platform--students′ autonomous learning before class--the development of classroom teaching activities--evaluation and feedback， summary and reflection)， while traditional teaching mode of teachers and students was used in control group. The basic theory and skills test scores， autonomous learning ability and critical thinking ability of two groups were compared. Results Test scores of basic theory and basic skills in experimental group were significantly higher than those in control group， the differences were statistically significant (P < 0.05). The scores of truth-seeking， open thinking， analytical ability， systematization ability， self-confidence of critical thinking， curiosity and cognitive maturity in experimental group were significantly higher than those in control group， the differences were statistically significant (P < 0.05). The scores of learning motivation， planning and implementation， self-management， interpersonal communication and total scores in experimental group were significantly higher than those in control group， the differences were statistically significant (P < 0.05). Conclusion The flipped classroom teaching mode of WeChat and micro-class can effectively improve the learning effect of nursing undergraduates in our school， and help to improve students′ critical thinking ability., http://www.100md.com(王淑荣 王丽芹 郭闯 邹香妮 陶莎 张杨)