摘要
方法:以某高职院校临床医学专业的2021级和2022级学生为研究对象。在医学细胞生物学与遗传学的教学中,以2021级为对照组、2022级为实验组,对课程教学内容进行重新编排以模块化的形式呈现,运用线上线下混合式教学模式进行教学,采用过程性评价方式综合检测学生学习效果。结果:采用混合式教学模式并进行模块化教学的实验班级,其总成绩的平均分与案例分析题目的平均分均显著高于对照组,差异有统计学意义(P<0.05)。结论:基于模块化的教学内容重构,以及采用线上线下混合教学的模式,不仅可以培养学生的自主学习能力、激发学生的学习兴趣、提高学生的学习积极性,还能够提高学生分析问题的能力、批判性思维能力、创新性思维能力、科研思维能力以及终身学习能力,从而提高学习效率。此方法可以推广运用到其他课程的教学中。
The research focuses on 2021 and 2022 students majoring in clinicalmedicine froma certain vocational college.In the teaching of medical cell biology and genetics,with 2021 as the control group and 2022 as the experimental group,the course content is reorganized and presented in a modular form.The teaching is conducted using a mixed online and offline teaching mode,and the learning effectiveness of students is comprehensively tested using a process evaluation method.The experimental class that adopts a blended teaching mode and conducts modular teaching has significantly higher average scores in total scores and case analysis questions than the control group,and the difference is statistically significant(P<0.05).Based on modularity teaching content reconstruction and the adoption of a blended online and offline teaching model,it can not only cultivate students’autonomous learning ability,stimulate their learning interest,and enhance their learning enthusiasm,but also improve their ability to analyze problems,critical thinking,innovative thinking,scientific research thinking,and lifelong learning,thereby improve learning efficiency.This method can be extended and applied to the teaching of other courses.
作者
郭丽娜
吴芳
范瑶
GUO Li-na;WU Fang;FAN Yao(Zunyi Medical College,Zunyi 563006,China)
出处
《遵义师范学院学报》
2023年第5期128-131,共4页
Journal of Zunyi Normal University
基金
2021年贵州省教育科学规划项目(2021B276)
2021年遵义医药高等专科学校校级精品课程项目(校精课004)。
关键词
模块化
混合式教学
过程性评价
modularity
blended learning
process evaluation
