必须声明标量变量 "@Script_ID"。 翻转课堂教学模式在医学微生物学实验课中实施的效果评价-《赣南医学院学报》

[1]张文平,黄丹丹,黄 真,等.翻转课堂教学模式在医学微生物学实验课中实施的效果评价[J].赣南医学院学报,2020,40(06):629-633.[doi:10.3969/j.issn.1001-5779.2020.06.021]
 ZHANG Wen-ping,HUAN Dan-dan,HUAN Zeng,et al.Effect evaluation of Flipped Classroom Teaching Mode in medical microbiology experiment teaching[J].,2020,40(06):629-633.[doi:10.3969/j.issn.1001-5779.2020.06.021]
点击复制

翻转课堂教学模式在医学微生物学实验课中实施的效果评价()
分享到:

《赣南医学院学报》[ISSN:1001-5779/CN:36-1154/R]

卷:
40
期数:
2020年06期
页码:
629-633
栏目:
教育与教学
出版日期:
2020-07-22

文章信息/Info

Title:
Effect evaluation of Flipped Classroom Teaching Mode in medical microbiology experiment teaching
文章编号:
1001-5779(2020)06-0629-05
作者:
张文平1黄丹丹1黄 真1蓝海英1徐惠荣2
赣南医学院 1.基础医学院; 2.第一附属医院检验科,江西 赣州 341000
Author(s):
ZHANG Wen-ping1 HUAN Dan-dan1 HUAN Zeng1 LAN Hai-ying1 XU Hui-rong2
Gannan Medical University 1.School of Basic Medicine; 2.Department of clinical laboratory, The First Affiliated Hospital, Ganzhou, Jiangxi 341000
关键词:
医学微生物学 实验教学 翻转课堂 形成性考核 效果评价
Keywords:
Medical microbiology Experimental teaching Flipped classroom Formative assessment Evaluation
分类号:
G642.0
DOI:
10.3969/j.issn.1001-5779.2020.06.021
文献标志码:
A
摘要:
目的:探讨翻转课堂教学模式在《医学微生物学》实验课教学中的实施效果。方法:以我校2013级临床医学专业684名学生为实验组,2012级临床医学专业663名学生为对照组进行《医学微生物学》实验课教学。实验组采用翻转课堂教学模式并实行形成性考核评价,对照组采用传统教学模式和考核评价。通过对比分析考核成绩和问卷调查,评价翻转课堂教学模式对医学微生物学实验教学效果的影响。结果:翻转课堂形成性考核评价方式更能客观地反映实验成绩与理论成绩之间的正相关关系,即实验成绩好理论成绩也相应高,反之亦然。问卷调查显示绝大数学生认为从长远来看,基于翻转课堂的教学模式教学效果比传统教学模式更好,更能激发他们学习的兴趣、增加动手操作机会和提高动手能力,并有助于提高小组协作能力。结论:形成性评价的翻转课堂教学模式有助于培养学生自主、探究、动手操作以及合作能力,从而有利于学生综合素养的全面提高。
Abstract:
Objective: To explore the effect of Flipped Classroom Teaching Mode in the teaching of medical microbiology experiment. Methods: The research group was 684 students in the grade 2013 of Clinical Medicine; the control group was 663 students in the grade 2012 of Clinical Medicine. The research group was adopted Flipped Classroom Teaching Mode and formative assessment, while the control group was adopted traditional teaching mode and assessment. The effect of Flipped Classroom Teaching Mode in the teaching of medical microbiology experiment was contrasted and analyzed through examination and questionnaire. Results: The formative assessment of Flipped Classroom Teaching Mode can reflect more objectively positive linear correlation between theoretical and experimental score, with good experimental results and highly theoretical results, and vice versa. The Results from questionnaire manifest that most students thought in the long run, t the teaching effect based on flipped classroom was better than the traditional teaching mode, which could stimulate their interest in learning, increased the opportunity of hands-on operation and improve their hands-on ability, and helped to improve the group cooperation ability. Conclusions: The flipped classroom teaching mode of formative evaluation is helpful to cultivate students' abilities of independence, inquiry, operation and cooperation, so as to improve students' comprehensive quality in an all-round way.

参考文献/References:

[1] 张其亮, 王爱春. 基于“翻转课堂”的新型混合式教学模式研究[J].现代教育技术, 2014, 24(4):27-32.
[2] 张金磊, 王颖, 张宝辉. 翻转课堂教学模式研究[J].远程教育杂志, 2012,30(4):46-51.
[3] 张文平, 刘波兰, 马廉兰, 等. 基于网络的医学微生物学混合式教学的效果评价[J].微生物学通报, 2008, 35(10):1641-1644.
[4] 王雪莲, 安春丽, 姜晶. 医学微生物实验课教学的思考[J].微生物学杂志, 2008,28(3): 109-111.
[5] 李翠英, 贾雪梅, 杨照青, 等. 《寄生虫学》课程形成性考核体系的应用[J].昆明医科大学学报, 2012, 33(10): 152-155.
[6] 赵兴龙. 翻转教学的先进性与局限性[J].中国教育学刊, 2013(4): 65-68.

相似文献/References:

[1]张文平,刘波兰,刘志春,等.基于不同专业人才培养的微生物学课程体系优化与创新[J].赣南医学院学报,2014,(05):691.
[2]钟有添,谢琼珺.签字式教学法在微生物学实验教学中的应用探讨[J].赣南医学院学报,2014,(05):698.

备注/Memo

备注/Memo:
基金项目:江西省高等学校教学改革研究课题(No.JXJG-14-13-9)
作者简介:张文平,男,硕士,教授,研究方向:病原生物学研究。E-mail:wenpin498@163.com
更新日期/Last Update: 2020-07-30