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线上线下混合式教学实施时间长短对《儿科学》学习效果的影响 被引量:1

The effect of implementation time of online and offline blended teaching on the learning outcome of Pediatrics course
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摘要 目的:探索线上线下混合式教学模式开展时间长短对《儿科学》学习效果的影响。方法:选取温州医科大学本科四年级学生共153人纳入研究,研究组59人,对照组94人。研究组学生第1年接受传统授课模式,后3年接受线上线下混合式授课。对照组前3年接受传统授课,第4年接受线上线下混合式的授课。以问卷调查形式搜集资料,包括对上课形式的兴趣、记忆能力、搜集信息能力等方面的自我评价,比较两组学生能力提升的差异,并比较两组学生随堂答题分数的差异。结果:对照组学生喜欢混合式教学形式更多(Z=2.152,P<0.05),且有更多学生对医学知识兴趣有提高(Z=2.117,P<0.05)。与对照组相比,研究组有更多学生搜集信息能力得到提升(Z=2.258,P<0.05),研究组随堂答题分数更高[60(50,70) vs.60(40,60),P=0.001]。在知识点理解深度、记忆能力、思考能力、解决案例能力、沟通合作能力、课堂发言能力提升方面,两组学生比较差异无统计学意义(P>0.05)。结论:在儿科教学中,线上线下混合式教学能提升学生的学习能力。学生接触该教学模式时间越长,搜集信息能力提升更多,且答题分数更高。 Objective:To explore the influence of the duration of online and offline blended teaching mode on the learning effect of Pediatrics course.Methods:The undergraduate senior students of Wenzhou Medical University were selected as the research subjects,who were divided into the study group and the control group.Students in the study group received traditional instruction in the first year and a combination of online and offline instruction in the following three years.The control group received traditional instruction in the first three years and a combination of online and offline instruction in the fourth year.Data were collected in the form of questionnaire survey,including their interest in class form,memorizing ability,thinking ability,etc.,to compare between the two groups of students the differences in self-evaluation of ability improvement,and in in-class answer scores.Results:In the control group,students liked the blended teaching form more(Z=2.152,P<0.05),and more students were more interested in medical knowledge(Z=2.117,P<0.05).Compared with the control group,the study group had more students gathering information ability(Z=2.258,P<0.05),and the research team get higher score [60(50,70) vs.60(40,60),P=0.001].There is no statistical significance of the knowledge point understanding depth,memory ability,thinking ability,solution case ability,communication and cooperation ability,and classroom speech ability to improve these aspects.Conclusion:In pediatric teaching,most students believe that the combination of online and offline teaching can improve students' learning ability.The longer the students were exposed to the teaching pattern,the ability to gather information was more enhanced and the scores were higher.
作者 章虎 孙妍 刘琦 陈益平 张海邻 ZHANG Hu;SUN Yan;LIU Qi;CHEN Yiping;ZHANG Hailin(Department of Pediatric Infectious Disease,the Second Affiliated Hospital&Yuying Children's Hospital of Wenzhou Medical University,Wenzhou 325027,China;Department of Children's Respiration Disease,the Second Affiliated Hospital&Yuying Children's Hospital of Wenzhou Medical University,Wenzhou 325027,China)
出处 《温州医科大学学报》 CAS 2024年第1期81-86,共6页 Journal of Wenzhou Medical University
基金 温州医科大学2020年度高等教育教学改革项目(JG2020091) 温州医科大学2021年度高等教育教学改革重点项目(JG2021009) 浙江省普通本科高校“十四五”教学改革项目(JG20220365)。
关键词 混合式教学 线上线下 儿科学 学习效果 学习能力 blended teaching online and offline teaching pediatrics learning effect learning ability
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