【摘要】 目的探讨将基于小组合作的翻转课堂模式应用于医学生物化学实验教学的效果。方法选取本院2017级临床专业二个平行班学生作为研究对象,随机分为研究组和对照组两组,每组各30人,分别接受基于小组合作的翻转课堂模式和传统教学方式,课程结束后采用实验理论和操作测试以及李克特量表问卷调查,评价两种教学方式的效果。结果研究组理论口头考试成绩平均分为(92.5±7.4)分,高于对照组的(81.4±5.9)分,差异有统计学意义(P<0.05);研究组操作测试成绩平均分为(93.8±8.5)分,对照组为(83.6±6.2)分,二者具有统计学差异(P<0.05)。改变教学方法可解决学生对基础课程与其后期的临床工作的关联度认识不足,以及对基础课程如理论性和抽象性较强的生物化学学习兴趣低下等问题。结论基于小组合作的翻转课堂模式提高了学生积极性、满意度,锻炼了学生自主获取知识的能力、沟通交流能力及实践操作能力。更多还原

【Abstract】 Objective To investigate the application effect of flipped classroom based on group cooperation learning in the teaching of medical biochemistry experiment.Methods Two parallel classes of clinical students of grade 2017 in Wannan medical college were randomly divided into study group and control group,30 cases in each group. The two groups received the flipped classroom based on group cooperation learning teaching mode and the traditional teaching mode respectively. At the end of the course,the experimental theory and operation test and Likert scale questionnaire were administered to evaluate the effects of the two teaching methods.Results The average score of theoretical oral test in the study group( 92.5± 7.4) was significantly higher than the control group( 81.4±5.9)( P<0.05); the average score of operation test in the study group( 93.8±8.5) was higher than the control group( 83.6±6.2),with statistical difference( P< 0.05). Medical students often have a problem recognizing the relevance of basic science subjects for their later clinical work,they are less interested in learning the medical basic course,especially biochemistry which is theoretical and nonfigurative,the deficiency could be addressed by alter teaching methods.Conclusions The implement of flipped classroom based on group cooperation learning is contribute to the motivation and satisfaction of the students,and improve their autonomous learning ability,communication skills and operational ability.更多还原