PAD(presentation,assimilation and discussion) and flipped classroom mix the advantages of PAD and flipped classroom,PADand flipped classroom separate the period of a teacher's teaching and students' interactio...PAD(presentation,assimilation and discussion) and flipped classroom mix the advantages of PAD and flipped classroom,PADand flipped classroom separate the period of a teacher's teaching and students' interaction,allowing students to assimilate the knowl-edge they learned in one week,this teaching mode considers different groups of students.A result of a recent teaching experiment showsthat this teaching mode can allocate class time more efficiently and equally to each student to practise oral English.Students are moreconfident,more willing to participate and show more interest in oral class.展开更多
目的探究基于人类作业模式(model of human occupation,MOHO)的对分课堂应用于作业治疗学基础教学的效果。方法选择湖南中医药大学康复治疗学专业学生52名,分为对照组和试验组,每组26人。对照组采用常规教学法,试验组采用基于MOHO的对...目的探究基于人类作业模式(model of human occupation,MOHO)的对分课堂应用于作业治疗学基础教学的效果。方法选择湖南中医药大学康复治疗学专业学生52名,分为对照组和试验组,每组26人。对照组采用常规教学法,试验组采用基于MOHO的对分课堂教学法。学期末采用课程考核、学习动机量表、大学生自主学习量表对2组教学效果进行评价并比较。结果试验后,对照组学习动机量表、大学生自主学习量表评分较试验前差异无统计学意义(P>0.05);试验组2个量表评分均较试验前有显著提高,且显著优于对照组(P<0.05)。试验组课程考核成绩优于对照组(P<0.05)。结论将基于MOHO的对分课堂应用于作业治疗学基础教学中,能够提高学生的学习效果,有助于培养学生终身学习能力,值得探索和推广。展开更多
文摘PAD(presentation,assimilation and discussion) and flipped classroom mix the advantages of PAD and flipped classroom,PADand flipped classroom separate the period of a teacher's teaching and students' interaction,allowing students to assimilate the knowl-edge they learned in one week,this teaching mode considers different groups of students.A result of a recent teaching experiment showsthat this teaching mode can allocate class time more efficiently and equally to each student to practise oral English.Students are moreconfident,more willing to participate and show more interest in oral class.
文摘目的探究基于人类作业模式(model of human occupation,MOHO)的对分课堂应用于作业治疗学基础教学的效果。方法选择湖南中医药大学康复治疗学专业学生52名,分为对照组和试验组,每组26人。对照组采用常规教学法,试验组采用基于MOHO的对分课堂教学法。学期末采用课程考核、学习动机量表、大学生自主学习量表对2组教学效果进行评价并比较。结果试验后,对照组学习动机量表、大学生自主学习量表评分较试验前差异无统计学意义(P>0.05);试验组2个量表评分均较试验前有显著提高,且显著优于对照组(P<0.05)。试验组课程考核成绩优于对照组(P<0.05)。结论将基于MOHO的对分课堂应用于作业治疗学基础教学中,能够提高学生的学习效果,有助于培养学生终身学习能力,值得探索和推广。
