【摘要】 目的 探讨以翻转课堂为主的混合教学模式在高校眼科学理论课程教学中的应用效果。方法 将2021年3月—2021年4月广西医科大学学习眼科白内障课程的58名临床医学专业本科学生随机分为混合教学组和传统教学组，每组29名。混合教学组采用以翻转课堂为主联合应用以问题为基础的学习（problem-based learning,PBL）、以案例为基础的学习（case-based learning,CBL）等混合教学法展开眼科理论课教学，传统教学组则沿用传统的理论课程教学模式。分别记录两组学生的课后测试成绩、课堂活跃度及教学满意度评分，并进行比较。结果 混合教学组的课后测评成绩高于传统教学组，差异有统计学意义（P <0.05）；混合教学组的课堂活跃度明显及教学满意度均高于传统教学组，且差异均有统计学意义（P <0.05）。结论 以翻转课堂为主联合应用PBL教学法、CBL教学法等混合教学法可提高学生成绩、课堂活跃度及教学满意度，适合在高校眼科教学改革中进行应用。更多还原

【Abstract】 Objective To explore the effects of the hybrid-teaching mode based on flipped classroom in the ophthalmology theory courses in colleges and universities. Methods In March to April of 2021, fiftyeight undergraduate medical students who planned to study the cataract course in Guangxi Medical University, were randomly classified into a hybrid-teaching group and a traditional-teaching group, with 29 students in each one. The hybrid-teaching group adopted a combination of PBL, CBL and other hybrid-teaching methods to teach ophthalmology theory courses, while the other group still employed the traditional teaching means for the very courses. The scores concerning post-tests, activity levels in classroom and students’ satisfaction with the teaching of each group were recorded and compared. Results The after class evaluation scores of the mixed teaching group were higher than those of the traditional teaching group, with a statistically significant difference(P<0.05). The classroom activity and teaching satisfaction of the mixed teaching group were significantly higher than those of the traditional teaching group, and the difference was statistically significant(P<0.05). Conclusion The combination of PBL teaching method and CBL teaching method based on flipped classroom can improve students’ performance, classroom activity and teaching satisfaction, which is suitable for application in the reform of ophthalmology teaching in colleges and universities.更多还原