摘要
目的探讨基于STEAM教学理念的生理学课程BOPPPS教学模式的应用效果。方法选取2022年3—7月信阳职业技术学院的临床专业学生92名作为对照组,选取2023年3月—2023年7月本学院临床专业学生89名作为观察组。对照组按照传统线上线下教学模式进行生理学课程教学,观察组按照基于STEAM教学理念的融合BOPPPS教学模式进行生理课程教学,学期结束后,对比两组生理机能实验情况、理论考核成绩、生理机能实验考核成绩、自主学习性、并调查学生对教学形式的满意度。结果观察组生理机能实验成功率较对照组高,实验耗时较对照组短,差异有统计学意义(P<0.05);观察组理论考核成绩、生理实验操作考核成绩均优于对照组,差异有统计学意义(P<0.05);观察组课后作业完成率、线上学习次数均高于对照组,差异有统计学意义(P<0.05);观察组教师教学满意度和实践课程教学满意度得分均较对照组高,差异有统计学意义(P<0.05)。结论基于STEAM教学理念的生理学课程BOPPPS教学模式可以促进自主学习,有效提高教学质量和教学满意度。
Objective To explore the application effect of the BOPPPS teaching model for physiological courses based on STEAM teaching philosophy.Methods A total of 92 clinical students from Xinyang Vocational and Technical College from March to July 2022 were selected as the control group,and 89 clinical students from March to July 2023 were selected as the observation group.The control group received physiological course teaching according to the traditional online and offline teaching mode,while the observation group received physiological course teaching according to the integrated BOPPPS teaching mode based on STEAM teaching philosophy.At the end of the semester,the physiological function experiments,theoretical assessment scores,and physiological function experiment assessment scores of the two groups were compared,and student satisfaction with the teaching form was investigated.Results The success rate of physiological function experiments in the observation group was higher than that in the control group,and the experimental time was shorter than that in the control group,the difference was statistically significant(P<0.05);the theoretical assessment scores and physiological experimental operation assessment scores of the observation group were better than those of the control group,the difference was statistically significant(P<0.05);The homework completion rate and online learning times of the observation group were higher than that of the control group,the dif-ference was statistically significant(P<0.05);the satisfaction scores of the observation group's teachers in teaching and practical course teaching were higher than those of the control group,the difference was statistically significant(P<0.05).Conclusion The BOPPPS teaching mode of physiology course based on STEAM teaching concept can promote self-learning and effectively improve teaching quality and teaching satisfaction.
作者
张敏
刘荟娟
肖猛
任传忠
ZHANG Min;LIU Huijuan;XIAO Meng;REN Chuanzhong(Xinyang Vocational and Technical College,Xinyang,Henan Province,464000 China)
出处
《中国卫生产业》
2023年第23期174-176,180,共4页
China Health Industry
基金
河南省卫健委医学教育研究项目(WJLX2023248)。
