多GLM协同赋能的BOPPPS教学模式在本科急诊医学课程中的应用效果研究

朱磊; 许云鹏; 李君芬; 王文进; 杨子; 王珂; 何翠芳; 蒋弘博; 李雪斐; 孙虹佳; 刘健; 常桂霞

doi:10.3760/cma.j.cn116021-20251130-02237

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多GLM协同赋能的BOPPPS教学模式在本科急诊医学课程中的应用效果研究

教学改革 | 更新时间：2026-06-17

- 多GLM协同赋能的BOPPPS教学模式在本科急诊医学课程中的应用效果研究
- A study on the application effectiveness of a BOPPPS teaching model synergistically empowered by multiple generative language models in an undergraduate emergency medicine course
- 中华医学教育探索杂志 2026年25卷第6期页码：686-693
- 作者机构：
  
  1.兰州大学第一医院重症医学科，兰州 730000
  2.兰州大学第一医院重症医学教研室，兰州 730000
  3.兰州大学第一临床医学院，兰州 730000
  4.兰州大学第一医院急诊科教研室，兰州 730000
  5.兰州大学第一医院信息中心，兰州 730000
  6.兰州大学第一临床医学院教务处，兰州 730000
  7.兰州大学第一医院教务处，兰州 730000
  8.兰州大学第一医院医学检验中心，兰州 730000
  9.甘肃省妇幼保健院（甘肃省中心医院），兰州 746400
- 作者简介：
  
  常桂霞，Email：Changguixia@lzu.edu.cn
- 基金信息：
  
  兰州大学教育教学改革研究项目(20231118);兰州大学教育教学改革研究项目(20231119);甘肃省高校研究生“创新之星”项目(2025CXZX-207)
- DOI：10.3760/cma.j.cn116021-20251130-02237
  中图分类号： R-4
- 收稿：2025-11-30，
  
  纸质出版：2026-06-20
- 稿件说明：
移动端阅览
朱磊, 许云鹏, 李君芬, 等. 多GLM协同赋能的BOPPPS教学模式在本科急诊医学课程中的应用效果研究[J]. 中华医学教育探索杂志, 2026, 25(6): 686-693.

Zhu Lei, Xu Yunpeng, Li Junfen, et al. A study on the application effectiveness of a BOPPPS teaching model synergistically empowered by multiple generative language models in an undergraduate emergency medicine course[J]. Chinese Journal of Medical Education Research, 2026, 25(6): 686-693.
朱磊, 许云鹏, 李君芬, 等. 多GLM协同赋能的BOPPPS教学模式在本科急诊医学课程中的应用效果研究[J]. 中华医学教育探索杂志, 2026, 25(6): 686-693. DOI： 10.3760/cma.j.cn116021-20251130-02237.

Zhu Lei, Xu Yunpeng, Li Junfen, et al. A study on the application effectiveness of a BOPPPS teaching model synergistically empowered by multiple generative language models in an undergraduate emergency medicine course[J]. Chinese Journal of Medical Education Research, 2026, 25(6): 686-693. DOI： 10.3760/cma.j.cn116021-20251130-02237.

摘要

目的

探讨基于ChatGPT与智谱清言协同赋能的BOPPPS[导入（bridge-in）、学习目标

（objective）

、前测（pre-assessment）、参与式学习（participatory-learning）、后测（post-assessment）、总结（summary）]教学模式在本科急诊医学课程中的应用效果。

方法

选取2024至2025学年在兰州大学学习急诊医学的741名医学生作为研究对象。以班级为单位进行随机分组，其中试验组375人、对照组366人。试验组采用“多GLM协同赋能的BOPPPS教学模式”，对照组采用传统BOPPPS教学模式。借助ChatGPT辅助生成课程习题，经教研室专家审核后形成题库，并基于智谱清言构建课程智能体“急诊医学AI助教”。评估ChatGPT的命题效能，比较2组学生课程期末综合成绩的差异，同时对试验组学生开展课堂满意度和学习体验调查，采用

检验、卡方检验与非参数检验进

行统计分析。

结果

ChatGPT共生成单选题440道、多选题440道。经5级量表评价，单选题和多选题的总体满意度分别为84.55%（372/440）和80.91%（356/440）。试验组学生期末综合成绩为78（74，81）分，高于对照组的75（71，79）分，差异具有统计学意义（

0.001）。在课堂导入、明确学习目标、课堂讨论互动、教学过程促进思维发展、课后即时测评及课堂总结这6个方面，试验组学生的满意度均高于对照组（

0.001）。试验组学习体验调查显示，85.00%（68/80）的学生认为AI助教设置合理，70.00%（56/80）的学生表示非常愿意继续使用。

结论

ChatGPT与智谱清言协同赋能的BOPPPS教学模式可在急诊医学本科教学中有效提升课堂学习成效与学生学习体验，为AI技术与结构化教学模式深度融合提供可行方案，具有进一步推广应用价值。

Abstract

Objective

To investigate the application effectiveness of a BOPPPS teaching model (bridge-in

objective

pre-assessment

participatory learning

post-assessment

and summary) synergistically empowered by ChatGPT and Zhipu Qingyan in an undergraduate emergency medicine course.

Methods

A total of 741 medical students enrolled in the emergency medicine course at Lanzhou University during the 2024-2025 academic year were selected as the participants. Randomization was performed by class

assigning 375 students to the intervention group and 366 to the control group. The intervention group received instruction via the BOPPPS teaching model synergistically empowered by multiple generative language models

while the control group received instruction via the conventional BOPPPS model. ChatGPT was used to assist in generating course exercises

which were reviewed by teaching and research experts to establish an item bank. In addition

an intelligent course agent

the Emergency Medicine Artificial Intelligence (AI) Teaching Assistant

was developed based on Zhipu Qingyan. The item-generation performance of ChatGPT was evaluated. Differences in final examination scores between the two groups were compared

and surveys on classroom satisfaction and learning experience were conducted within the intervention group. Statistical analyses included

-tests

chi-square tests

and nonparametric tests.

Results

ChatGPT generated 440 single-choice and 440 multiple-choice questions. Based on a 5-point Likert scale evaluation

the overall satisfaction rates for single-choice and multiple-choice questions were 84.55% (372/440) and 80.91% (356/440)

respectively. The final comprehensive course score of the intervention group was 78 (74

81) points

which was significantly higher than the 75 (71

79) points in the control group (

0.001). Student satisfaction in the intervention group was higher than that in the control group across six domains: course introduction

clarity of learning objectives

classroom discussion and interaction

promotion of thinking development during teaching

immediate post-class assessment

and class summary (all

0.001). The learning experience survey in the intervention group showed that 85.00% (68/80) of students considered the AI teaching assistant appropriately designed

and 70.00% (56/80) expressed strong willingness to continue using it.

Conclusions

The BOPPPS teaching model synergistically empowered by ChatGPT and Zhipu Qingyan can effectively improve classroom learning outcomes and student learning experience in undergraduate emergency medicine education. This approach provides a feasible solution for the deep integration of AI technology with structured instructional models and warrants broader implementation.

关键词

Keywords

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