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教师在儿科学本科教学中采取翻转课堂模式的意愿及其影响因素研究
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- 中华医学教育探索杂志 2025年24卷第4期 页码：460-465
- 作者机构：
1.北京大学第一医院儿童医学中心，北京 102627
2.北京大学人民医院儿科，北京 100044
3.北京大学第三医院儿科，北京 100191
- 作者简介：
齐建光，Email：qjg2006@126.com
- 基金信息：北京大学医学部教育教学研究立项课题(2022YB50);2024年北京大学人工智能助推课程建设项目(2024AI08)
DOI：10.3760/cma.j.cn116021-20250105-02021
中图分类号： R-05收稿日期：2025-01-05，
纸质出版日期：2025-04-20
- 稿件说明：
移动端阅览
徐文瑞, 齐建光, 廖莹, 等. 教师在儿科学本科教学中采取翻转课堂模式的意愿及其影响因素研究[J]. 中华医学教育探索杂志, 2025, 24(4): 460-465.
徐文瑞, 齐建光, 廖莹, 等. 教师在儿科学本科教学中采取翻转课堂模式的意愿及其影响因素研究[J]. 中华医学教育探索杂志, 2025, 24(4): 460-465. DOI： 10.3760/cma.j.cn116021-20250105-02021.
摘要
目的
2
了解教师对儿科学本科教学采取翻转课堂教学模式的评价、意愿及影响因素。
方法
2
2022年12月至2024年12月对承担北京大学医学部临床医学八年制医学生儿童健康与疾病（儿科学）授课的教师进行问卷调查，了解他们对实施翻转课堂教学模式的看法、评价和意愿。采用 SPSS 26.0 软件进行logistic回归分析探索影响教师采用翻转课堂教学模式意愿的因素。
结果
2
回收问卷102人次，20.59
%的教师（21人次）认为翻转课堂教学效果优于传统大课，58.82%（60人次）认为与传统大课相近，20.59%（21人次）认为不如传统大课。授课教师认为最影响翻转课堂教学效果的因素分别为学生提前学习线上视频的情况[（4.39±0.73）分
]
、学生线下翻转大课的参与情况[（4.26±0.72）分
]
、教师课前准备是否充分[（4.18±0.65）分
]
和教学内容是否适合翻转课堂[（4.11±0.76）分
]
。授课教师认为翻转课堂对学生自主学习[（4.11±0.63）分
]
、临床思维[（4.04±0.58）分
]
和语言表达[（3.80±0.61）分
]
方面能力的培养最有帮助。78.43％的教师（80人次）愿意继续参与翻转课堂教学。影响授课教师采用翻转课堂教学意愿的影响因素包括性别、对学生课堂参与度的满意程度以及对翻转课堂教学效果的个人体验（
P
<
0.05）。
结论
2
教师比较认同翻转课堂教学方法，学生课堂参与程度会影响教师继续采用翻转课堂的意愿，未来应根据教学目标个体化安排翻转课堂的内容，提高学生课堂参与度，促进学生能力的培养。
Abstract
Objective
2
To investigate teachers' evaluation and willingness and the influencing factors regarding the adoption of the flipped classroom teaching mode in undergraduate pediatrics education.
Methods
2
From December 2022 to December 2024
a questionnaire survey was conducted among the teachers who were responsible for teaching Child Health and Disease（Pediatrics) to the eight-year clinical medicine students at Peking University Health Science Center. Their views
evaluation
and willingness of implementing the flipped classroom teaching mode were investigated. Logistic regression analysis was performed using SPSS 26.0 software to explore the factors influencing teachers' willingness to adopt the flipped classroom teaching mode.
Results
2
A total of 102 questionnaires were collected. Among the teachers
20.59%（
n
=21) believed that the teaching effect of the flipped classroom was better than that of the traditional class
58.82%（
n
=60) considered its effectiveness comparable
and 20.59%（
n
=21) found it less effective. The most influential factors affecting the effectiveness of flipped classroom were students' self-learning with online videos [(4.39±0.73) points
]
student participation in the flipped classrooms [(4.26±0.72) points
]
the adequacy of teachers' pre-class preparation [(4.18±0.65) points
]
and the suit
ability of the teaching content for the flipped classroom [(4.11±0.76) points
]
. Teachers believed that the flipped classroom significantly enhanced students' autonomous learning ability [(4.11±0.63) points
]
clinical thinking [(4.04±0.58) points
]
and expression skills [(3.80±0.61) points
]
. Additionally
78.43%（
n
=80) of the teachers expressed willingness to continue participating in flipped classroom teaching. Factors influencing teachers' willingness to adopt the flipped classroom included gender
satisfaction with students' classroom participation
and personal experience with the effectiveness of the flipped classroom（
P
<
0.05).
Conclusions
2
The flipped classroom teaching mode is well-accepted by teachers. Students' classroom participation affects teachers' willingness to continue using the flipped classroom teaching mode. In the future
the content of flipped classroom should be arranged individually according to specific teaching objectives to increase students' classroom participation and promote the cultivation of students' ability.
关键词
Keywords
references
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