翻转课堂在精神病学理论教学中的应用：以“焦虑障碍”教学为例

王媛; 彭淼; 黄颖林; 秦杰; 周萌萌; 高倩; 史琦

doi:10.3760/cma.j.cn116021-20201011-01238

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翻转课堂在精神病学理论教学中的应用：以“焦虑障碍”教学为例

教学改革 | 更新时间：2023-05-12

- 翻转课堂在精神病学理论教学中的应用：以“焦虑障碍”教学为例
- Exploration and application of flipped classroom model in theory teaching of psychiatry: with the teaching of "anxiety disorder" as an example
- 中华医学教育探索杂志 2023年22卷第4期页码：524-527
- 作者机构：
  
  中国医科大学附属盛京医院心理门诊，沈阳　110004
- 作者简介：
  
  王媛，Email：55783210@qq.com
- 基金信息：
  
  辽宁省高等学校基本科研项目(LQNR201711)
- DOI：10.3760/cma.j.cn116021-20201011-01238
  中图分类号： R749
- 纸质出版日期：2023-04-20，
  
  收稿日期：2020-10-11，
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王媛, 彭淼, 黄颖林, 等. 翻转课堂在精神病学理论教学中的应用：以“焦虑障碍”教学为例[J]. 中华医学教育探索杂志, 2023, 22(4): 524-527.

Wang Yuan, Peng Miao, Huang Yinglin, et al. Exploration and application of flipped classroom model in theory teaching of psychiatry: with the teaching of "anxiety disorder" as an example[J]. Chinese Journal of Medical Education Research, 2023,22(4):524-527.
王媛, 彭淼, 黄颖林, 等. 翻转课堂在精神病学理论教学中的应用：以“焦虑障碍”教学为例[J]. 中华医学教育探索杂志, 2023, 22(4): 524-527. DOI： 10.3760/cma.j.cn116021-20201011-01238.

Wang Yuan, Peng Miao, Huang Yinglin, et al. Exploration and application of flipped classroom model in theory teaching of psychiatry: with the teaching of "anxiety disorder" as an example[J]. Chinese Journal of Medical Education Research, 2023,22(4):524-527. DOI： 10.3760/cma.j.cn116021-20201011-01238.

摘要

目的

本研究拟探索翻转课堂在医学本科生精神病学理论教学中的应用效果。

方法

选取2014级121名学生为研究对象，随机分为观察组和对照组，通过实验对照的方式进行对比研究。其中观察组学生应用翻转课堂教学，对照组采用传统教学。通过比较两个组随堂考试成绩并用自制的调查表对观察组的学生进行影响评价，以评估翻转课堂的教学效果。采用SPSS 18.0进行

检验。

结果

随堂考试成绩对比分析结果显示，观察组学生的随堂考试平均成绩高于对照组[（18.96±2.11） vs. （14.73±2.26）]（

0.05）。教学效果评价结果显示，观察组共60人，其中96.7%（58人）的学生认为翻转课堂教学有利于促进课前预习、提高团队协作能力和自主学习能力及师生交流；95.0%（57人）的学生对翻转课堂教学设计满意，并认为其有利于理论联系实际；93.3%（56人）的学生认为能调动学习兴趣、提高注意力、提高分析和解决问题的能力；90.0%（54人）的学生认为翻转课堂较传统课堂更具优越性且对其将来的学习有帮助；86.7%（52人）的学生认为没有增加学习负担。

结论

在精神病学的理论教学中应用翻转课堂，更能激发学生的兴趣和注意力，促使学生的自主学习与互动学习相结合，学生更易接受，因此值得推广。

Abstract

Objective

To investigate the effect of flipped classroom model in the theory teaching of psychiatry for medical undergraduates.

Methods

A total of 121 students from grade 2014 were randomly divided into observation group and control group. The observation group was given flipped classroom teaching and the control group was given traditional teaching. In order to evaluate the teaching effect of flipped classroom

the students in the observation group were evaluated by comparing the test scores of the two groups in class and using the self-made questionnaire. SPSS 18.0 was used to conduct

-test.

Results

The results showed that the average score of the observation group was significantly higher than that of the control group (

0.05). The results of teaching effect showed that there were 60 students in the observation group

among which 96.7% (58 students) believed that flipped classroom teaching was beneficial to promoting pre-class preview

improving teamwork ability

autonomous learning ability and teacher-student communication; 95.0% (57 students) thought they were satisfied with flipped classroom teaching

which was conducive to linking theory with practice; 93.3% (56 students) thought that they could arouse their interest in learning

improve their attention

and improve their ability to analyze and solve problems; 90.0% (54 students) thought flipped classroom was superior to traditional classroom and helpful to their future study; 86.7% (52 students) did not think their study burden was increased.

Conclusion

The flipped classroom model can stimulate students' interest and attention

and promote the combination of independent learning and interactive learning

which has a better effect than the traditional teaching model in the theory teaching of psychiatry and is easily accepted by students. Therefore

it holds promise for application.

关键词

翻转课堂本科生精神病学理论教学

Keywords

Flipped classroomUndergraduatePsychiatryTheory teaching

references

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徐晶晶，李天倚，刘萌. 掌握学习理论在翻转课堂教学中的应用研究：以学习Flash遮罩动画为例[J]. 软件导刊（教育技术）， 2013， 12（11）： 15-17. DOI: 10.3969/j.issn.1672-7800.2013.11.005http://dx.doi.org/10.3969/j.issn.1672-7800.2013.11.005.

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