| 基金项目:山西省高等学校教学改革项目 (No.J2014079); 山西省教育科学“十二五”规划课题(GH-15043，GH-15046)；长治医学院校级教学改革创新项目(No.J2016017) |
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| 中文摘要: |
| 【摘要】目的 探讨”虚拟实验室（virtual laboratory，VL） 翻转课堂”在“病毒感染的检查方法”教学中的应用与效果。方法 抽取2014级临床医学专业本科学生80人，实验组(40人)和对照组(40人)。对照组采用观看视频、讲授进行传统课堂教学。实验组依托医学微生物学网络虚拟实验平台，构建课堂小组活动进行翻转课堂教学。对两组学生进行统一考试；对实验组进行教学满意度问卷调查。采用SPSS18.0对数据进行处理，进行独立样本t检验。 结果 实验组综合考核成绩高于对照组［（82.73±2.62）vs.（57.94±4.65）]，差异有统计学意义(t=29.380，p=0.000)。实验组学生对翻转课堂学习方式和效果的满意度达85%以上。 结论 基于网络虚拟实验平台的翻转课堂教学，有助于提高“病毒感染的检查方法”教学质量，提高学生学习积极性和思辨能力。 |
| 英文摘要: |
| 【Abstract】 Objective To explore the effect of “virtual laboratory(VL) flipped classroom” in teaching of virus infection diagnosis. Methods It was constructed the flipped classroom relying on the internet virtual lab platform of medical microbiology. 40 students of Class One from clinical medical undergraduates of grade 2014 were randomly taken as the experimental group, with 40 students of Class Two as the control group. The experiment group adopted flipped classroom by virtual lab platform and classroom activities, while the control group adopted tradtional classroom such as watching video, teaching. Finally post-test scores were compared by the independent samples t-test of SPSS 18.0 statistical software between the two groups. The teaching effects were evaluated through questionnaires survey in experimental group. Results The examinatal scores (82.73±2.62) of comprehensive assessments were superior to the control scores (57.94±4.65). Difference between the two groups was statistically significant (t=29.380, p=0.000). Students' satisfaction concerning the teaching methods and effects of the flipped classroom in experimental group was up to 85%. Conclusion Flipped classroom based on internet virtual lab platform in teaching of virus infection diagnosis can enhance the teaching quality, improve students' learning enthusiasm and thinking ability. |
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