翻轉課堂聯合“以器官系統為中心”教學模式在機能學實驗教學中的應用

欒海蓉 孫健 王得利

[摘要] 目的 探討翻轉課堂聯合“以器官系統為中心”的課程模式（organ-system-based curriculum model，OSB）在機能學實驗教學中的應用。 方法 選取2019年3～6月參加機能學實驗課程的的2017級護理本科6個班級共計162名學生作為研究對象，隨機選取3個班級作為對照組，沿用普通的“OSB”教學方法，簡稱A組;另外3個班級作為觀察組，采用翻轉課堂聯合“OSB”教學模式，簡稱B組。兩組學生性別和年齡及既往成績方面的差異無統計學意義（P>0.05）。分別用實驗成功率、各項考核成績和調查問卷形式來評測教學效果。 結果 （1）實驗成功率：B組的a、b、c、f、g 實驗項目成功率明顯高于A組，差異有統計學意義（P<0.05）;（2）各項成績：平時成績、實驗設計、實驗報告，操作考試成績及綜合成績方面，B組均明顯優于A組，差異有統計學意義（P<0.01），提示翻轉課堂聯合“OSB”教學模式取得了良好的效果;（3）問卷調查：在提高學習興趣和積極性、提高自學能力、提高師生互動率、提高團隊協作能力、提高科研思維能力等方面，B組學生對醫學機能學實驗課堂教學方法認可度優于A組，差異有統計學意義（P<0.01）。 結論 翻轉課堂聯合“OSB”教學模式，可以提高機能學的教學質量和效率，是“OSB”教學模式課程體系理論教學的延伸和補充，有助于促進學生自學能力、團隊協作能力和綜合素質的全面提高。

[關鍵詞] 機能實驗學;教學方法;OSB教學法;翻轉課堂

[中圖分類號] G420 ? ? ? ? ?[文獻標識碼] B ? ? ? ? ?[文章編號] 1673-9701（2020）24-0147-04

[Abstract] Objective To explore the application of flipped classroom combined with "organ-system-based curriculum model" in the teaching of functional experiment. Methods A total of 162 students from 6 classes of 2017 nursing undergraduate who attended functional experiment courses from March to June 2019 were selected as subjects. Three classes were randomly selected as the control group（group A）， and were treated with the ordinary "OSB" teaching method. Another three classes were used as observation group（group B）， and were treated with flipped classroom combined with "OSB" teaching mode. There were no significant differences in gender and age and past performance between the two groups（P>0.05）. The teaching results were evaluated by the experimental success rate， various assessment results and questionnaires. Results（1） The success rate of a， b， c， f， g experimental items in group B was significantly higher than that in group A， and the difference was statistically significant（P<0.05）; （2）The usual results， experimental design， experimental report， operational test scores and comprehensive scores in group B were significantly better than those of group A，and the difference was statistically significant（P<0.01）， suggesting that the flipped classroom combined with “OSB” teaching mode achieved good results; （3） In the aspects of improving the interest and enthusiasm of learning， improving self-learning ability， improving the teacher-student interaction rate， improving teamwork ability， and improving research thinking ability， group B students had better recognition of medical functional experiment classroom teaching methods than group A， and the difference was statistically significant（P<0.01）. Conclusion The flipped classroom combined with the "OSB" teaching mode can improve the teaching quality and efficiency of functional experiment. It is an extension and supplement to the theoretical teaching of the "OSB" teaching model system， which helps to promote students' comprehensive improvement of self-learning ability， teamwork ability and comprehensive quality.

[Key words] Functional experiment; Teaching method; OSB teaching method; Flipped classroom

“以器官系統為中心”的課程模式（Organ-system-based curriculum model，OSB）是以器官系統為模塊，以疾病為中心，打破了原有學科界限，對教學內容進行優化結合。經過多年的探索實踐，我國醫學教育權威專家認為“OSB”的醫學課程模式更符合新世紀對醫學人才的要求，目前很多高等院校都在進行此模式的應用探索[1-6]。

翻轉課堂（Flipped classroom，FCL）教學法源于美國邁阿密大學經濟學課程，是一種新型教學模式，是將傳統的課堂教學結構翻轉過來，讓學生在課前完成知識自主學習，而課堂內進行師生互動，教師在課堂上幫助學生完成所學知識的掌握[7-9]。機能學實驗是采取小班授課方式，教師與學生近距離接觸，學生在實驗過程中經常會提出很多問題，可以近距離接觸教師進行交流，因此機能學實驗非常適合開展翻轉課堂教學。