An integration of flipped classroom mode with traditional mode and its application in the teaching of medical immunology
10.3760/cma.j.issn.2095-1485.2016.09.014
- VernacularTitle:基于翻转课堂的混合式学习在免疫学理论教学中的实践
- Author:
Molin WANG
;
Hanjun SONG
;
Shiliang GUI
;
Pengxia ZHANG
;
Xiaojie XU
- Publication Type:Journal Article
- Keywords:
Flipped classroom;
Micro class;
Module integration;
Blended learning
- From:
Chinese Journal of Medical Education Research
2016;15(9):925-929
- CountryChina
- Language:Chinese
-
Abstract:
Objective To improve the classroom environment and students' learning effect and in-novation of classroom teaching mode. Method We took stomatology students of Grade 2012 (control group, 60 people) and Grade 2013 (experimental group, 69 people) as research subjects, and in the control group, the traditional teaching method was used, while the experimental group was based on the mixed mode of the flipped classroom. By comparison of the result of questionnaire survey and final examination between the experimental group and control group, we made clear the difference between blended classroom teaching and traditional classroom teaching. SPSS 16.0 was used for statistical analysis and the data was made t test and rank sum test, and the result was showed by rate and (x±s). Result The classroom performance of the control group was (14.78±4.27), and the experimental result was (14.49±4.49), in the experimental group, the internal and external performance of the experimental group was (22.19±7.21), the experimental result was (7.12±1.33). By comparison of the result of examination between the experimental group (49.01±7.28) and control group (46.32 ±7.44), medical immunology test scores were significantly different (P<0.05), and the experimental group was better than the control group. It showed that the mixed teaching model had more advantages in improving the academic performance. The results of questionnaire survey showed that flipped classroom teaching was better than traditional classroom teaching in ability training which included self learning ability (68.18%, 45 people), analysis and problem solving skills (68.18%, 45 people), team work and communication skills (56.06%, 37 people), ability of retain knowledge (46.97%, 31 people), however students who liked and accepted this new teaching model only accounted for about 30.00%. Conclusion Inte-gration of flipped classroom mode with traditional mode will enhance the students' learning efficiency and achievements, as well as promote students' ability.
