五阶梯线上线下融合教学模式在《全科医学概论》课程教学中的应用效果

王长虹; 白志峰; 陈利巧; 宋香全; 付华; 魏双平; 李卫明

doi:10.16766/j.cnki.issn.1674-4152.003090

五阶梯线上线下融合教学模式在《全科医学概论》课程教学中的应用效果

doi: 10.16766/j.cnki.issn.1674-4152.003090

邢台医学高等专科学校临床系，河北邢台 054000

基金项目:

河北省社会科学基金项目 HB21JY062

详细信息

通讯作者:
魏双平，E-mail：xtyzwsp2004@163.com

中图分类号: R192 R499
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- 文章访问数: 95
- HTML全文浏览量: 23
- PDF下载量: 7
- 被引次数: 0
出版历程
- 收稿日期: 2022-03-08
- 网络出版日期: 2023-08-28

Analysis of the application effect in teaching introduction to general practice by teaching mode through integration of Face-to-face Learning and E-learning into Five-steps

Department of Clinical, Xingtai Medical College, Xingtai, Hebei 054000, China

摘要

摘要: 目的探索“学、说、做、用、思”五阶梯线上线下融合教学模式在《全科医学概论》课程教学中的应用效果，为高职高专院校的《全科医学概论》授课提供借鉴。方法采用整群抽样方法，抽取2020级临床专业1甲班(61人)和1乙班(60人)学生作为研究对象，1甲班(对照组)采用传统教学模式，1乙班(研究组)采用五阶梯线上线下融合教学模式。课程结束后采用调查问卷、职教云平台的过程数据和期末考试，比较2组学生对教学效果的评价、过程评价及考试评价。结果研究组学生更喜欢全科医学概论的授课方式、认为该教学模式在培养自学能力、激发学习兴趣、培养团队合作能力方面较对照组学生好(均P＜0.05)，71.7%(43/60)的学生认为五阶梯线上线下融合教学模式对学习有促进作用。职教云平台显示研究组学生平均视频观看率为91.7%，高于对照组学生平均视频观看率的77.0%(χ²=4.883，P=0.027)，研究组学生平均课后练习完成率为98.3%，也高于对照组学生的86.9%(χ²=4.215，P=0.040)。研究组学生期末考试成绩优于对照组(P＜0.05)。结论五阶梯线上线下融合教学模式能够培养学生的自主学习能力，激发学习兴趣，增强团队合作能力，促进学生学习，提高学生的理论知识和应用能力，是高职高专学生学习《全科医学概论》课程的有效授课模式。
- 全科医学概论 /
- 高职高专 /
- 五阶梯线上线下融合 /
- 教学模式 /
- 教学效果
Abstract: Objective To explore the application effect in the teaching of Introduction to General Practice by the teaching mode of integrating face-to-face learning and e-learning into five-step (learning, speaking, doing, using and thinking). To provide references for the teaching of Introduction to General Practice in higher vocational colleges. Methods Students in class 1 Jia (61) and class 1 Yi (60) of 2020 clinical specialty were selected as research objects by cluster sampling method. Students in class 1 Jia (control group) were taught by the traditional teaching mode. Students in class 1 Yi (research group) were taught by teaching mode of integrating face-to-face learning and e-learning into five-step. After the course, the evaluation of teaching effect, process evaluation and examination evaluation of the two groups were compared by questionnaire, process data of intelligent cloud on vocational education platform and final examination. Results Students in the research group liked the teaching method of Introduction to General Practice than students in the control group. They thought that the teaching mode was better than that of the control group in training autonomous learning ability, stimulating learning interest and training teamwork ability (all P < 0.05), 71.7% (43/60) students thought the teaching method of integrating face-to-face learning and e-learning into five steps could promote students' learning. The intelligent cloud on vocational education platform showed that the average rate of students watching videos in the research group was 91.7%. It was higher than that in the control group (77.0%, χ²=4.883, P=0.027). The average completion rate of students doing after-school exercises in the research group was 98.3%. It was also higher than that in the control group (86.9%, χ²=4.215, P=0.040). The final examination scores of the students in the research group were better than those in the control group (all P < 0.05). Conclusion The teaching method of integrating face-to-face learning and e-learning into five-step can train students' autonomous learning ability, stimulate students' learning interest, enhance students' teamwork ability, promote students' learning, and improve students' theoretical knowledge and application ability. It is an effective in teaching Introduction to General Practice for students of higher vocational college.
- Introduction to General Practice /
- Higher vocational college /
- Integration of face-to-face learning and e-learning into five-step /
- Teaching mode /
- Teaching effect

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图 1 《全科医学概论》教学内容分布

Figure 1. Distribution of teaching content of Introduction to General Practice

下载: 全尺寸图片幻灯片

表 1 2组学生一般情况比较

Table 1. Comparison of general situation between the two groups of students

组别	人数	性别[人(%)]		年龄(x±s，岁)	入学成绩(x±s，分)	是否了解全科医学[人(%)]			有过医院或社区工作经验[人(%)]
组别	人数	男性	女性	年龄(x±s，岁)	入学成绩(x±s，分)	不了解	了解	非常了解	有过医院或社区工作经验[人(%)]
对照组	61	22(36.1)	39(63.9)	19.44±0.76	419.6±9.1	31(50.8)	28(45.9)	2(3.3)	4(6.6)
研究组	60	26(43.3)	34(56.7)	19.33±0.79	421.3±8.6	40(66.7)	18(30.0)	2(3.3)	6(10.0)
统计量		0.668^a		0.771^b	1.056^b	3.327^a			0.128^a
P值		0.414		0.442	0.293	0.189			0.721
注：^a为χ²值，^b为t值。

下载: 导出CSV

表 2 2组学生结课后问卷调查结果比较[人(%)]

Table 2. Comparison of questionnaire survey results between the two groups of students after class [cases(%)]

组别	人数	你是否喜欢全科医学概论课程				你是否喜欢全科医学概论的授课方式				该课程能培养自学能力	该课程能激发你的学习兴趣	该课程能否培养团队合作能力
组别	人数	非常喜欢	喜欢	无所谓	不喜欢	非常喜欢	喜欢	无所谓	不喜欢	该课程能培养自学能力	该课程能激发你的学习兴趣	有很大帮助	有帮助	与团队合作无关
对照组	61	13(21.3)	31(50.8)	8(13.1)	9(14.8)	13(21.3)	30(49.2)	8(13.1)	10(16.4)	49(80.3)	39(63.9)	22(36.1)	27(44.3)	12(19.7)
研究组	60	20(33.3)	33(55.0)	4(6.7)	3(5.0)	21(35.0)	34(56.7)	4(6.7)	1(1.7)	58(96.7)	51(85.0)	25(41.7)	33(55.0)	2(3.3)
χ²值		5.873				10.822				7.892	7.044	7.927
P值		0.118				0.013				0.005	0.008	0.019

下载: 导出CSV

表 3 2组学生每次课签到、自学视频及课后练习情况[人(%)]

Table 3. Comparison of sign-in, self-study video and after-class practice after class between the two groups of students [cases (%)]

组别	人数	理论科教学任务	走进全科医学	全科医生的沟通艺术	关注人的整体健康观念	为家庭健康保驾护航	促进社区健康	树立预防为主的观念
对照组	61	签到	60(98.4)	61(100.0)	58(95.1)	57(93.4)	60(98.4)	58(95.1)
		自学视频	23(37.7)	52(85.2)	50(81.9)	51(83.6)	45(73.8)	50(81.9)
		课后练习	52(85.2)	56(91.8)	51(83.6)	53(86.9)	50(81.9)	56(91.8)
研究组	60	签到	58(96.7)	60(100.0)	56(93.3)	58(96.7)	59(98.3)	60(100.0)
		自学视频	20(33.3)	56(93.3)	59(98.3)	59(98.3)	58(96.7)	60(100.0)
		课后练习	58(96.7)	60(100.0)	59(98.3)	57(95.0)	58(96.7)	59(98.3)

组别	人数	理论科教学任务	建立健康档案	做好生命周期的保健	家庭医生签约和访视	开展健康教育	慢性非传染性疾病的管理
对照组	61	签到	61(100.0)	60(98.4)	61(100.0)	58(95.1)	59(96.7)
		自学视频	52(85.2)	53(86.9)	51(83.6)	48(78.7)	46(75.4)
		课后练习	58(95.1)	51(83.6)	55(90.2)	53(86.9)	52(85.2)
研究组	60	签到	60(100.0)	59(98.3)	60(100.0)	60(100.0)	59(98.3)
		自学视频	57(95.0)	56(93.3)	59(98.3)	60(100.0)	57(95.0)
		课后练习	60(100.0)	57(95.0)	58(96.7)	59(98.3)	59(98.3)

下载: 导出CSV

表 4 2组学生期末考试成绩比较(x±s，分)

Table 4. Comparison of final examination scores between the two groups of students (x±s, points)

组别	人数	基础知识	知识应用	总分
对照组	61	67.9±8.1	14.0±2.2	82.3±9.9
研究组	60	71.2±6.5	15.0±1.5	86.2±8.0
t值		2.255	2.917	2.409
P值		0.026	0.004	0.018

下载: 导出CSV

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