引用本文:刘爱梅 李红梅 仲朝阳.基于微信雨课堂的大班案例教学实践[J].中华医学教育探索杂志,2022,(3):300~304
基于微信雨课堂的大班案例教学实践
Application of case-based learning based on WeChat Rain Classroom in large class teaching
DOI:
中文关键词:  雨课堂  案例教学  大班制教学
英文关键词:Rain Classroom  Case-based learning  Large class teaching
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作者单位
刘爱梅 李红梅 仲朝阳 山西医科大学汾阳学院护理学系汾阳 032200 
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中文摘要:
      目的 探讨基于微信雨课堂的案例教学在大班制外科护理学教学中的应用效果。方法 选择山西医科大学汾阳学院2017级357名护理本科生为研究对象,分为试验组(176人)和对照组(181人)。试验组采用基于“雨课堂”平台的案例教学,对照组采用传统的多媒体课堂案例教学。教学结束后,通过访谈、理论考试及问卷调查评价教学效果。采用SPSS 19.0进行t检验。结果 试验组在记忆型、理解型和综合应用型题得分方面高于对照组,差异有统计学意义(P<0.01);在激发求知欲和学习兴趣、提高学习主动性、提高课堂学习效率、强化对知识点的理解、增强分析问题的能力、锻炼临床思维能力和增进团队合作能力等方面,试验组得分均高于对照组,差异有统计学意义(P<0.01);访谈信息提示,预习材料的趣味性、讨论环节的把控及网络效果是影响试验组课堂效果的问题,对照组教学各环节存在学习自主性及积极性差的问题。结论 基于雨课堂的案例教学法调动了大班制授课中学生的主动性和参与度,提高了学习效果,培养了综合能力,值得推广。
英文摘要:
      Objective To explore the application effects of case-based learning (CBL) based on Rain Classroom in surgical nursing teaching of large class. Methods A total of 357 nursing undergraduates of Batch 2017 in Fenyang College of Shanxi Medical University were selected as the research objects and randomly divided into experimental group (176 cases) and control group (181 cases). The experimental group adopted the CBL based on Rain Classroom, while the control group adopted the traditional multimedia classroom CBL mode. After the teaching, the teaching effect was evaluated by interviewing, comparing the scores of theoretical examination and questionnaire survey. SPSS 19.0 was performed for t test. Results The scores of memory type, comprehension type and comprehensive application type questions in the experimental group were significantly higher than those in the control group (P<0.01). The scores of the experimental group were significantly higher than those of the control group in stimulating thirst for knowledge, learning initiative, classroom learning efficiency, memory of knowledge points, problem analysis, clinical thinking and team cooperation ability (P<0.01). The interview information suggested that the interest of pre-study materials, the control of discussion links and the network effect were the problems affecting the classroom effect of the experimental group, while the control group had the problems of poor learning autonomy and enthusiasm. Conclusion The CBL based on Rain Classroom can mobilize the initiative and participation of students in large class teaching, improve the learning effect and cultivate comprehensive ability, which is worthy of promotion.
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