Application of presentation-assimilation-discussion-based classroom-community collaborative teaching in sports rehabilitation therapy under sports-medicine integration
10.3969/j.issn.1006-9771.2026.04.012
- VernacularTitle:体医融合背景下基于对分课堂模式的运动康复治疗技术课社协同教学改革效果
- Author:
Hua LIU
1
;
Jing LI
1
;
Liyuan WANG
1
;
Xin MA
1
;
Li WANG
1
Author Information
1. Capital University of Physical Education and Sports, Beijing 100191, China
- Publication Type:Journal Article
- Keywords:
sports rehabilitation therapy;
presentation-assimilation-discussion classroom;
classroom-community collaboration;
sports-medicine integration;
teaching reform
- From:
Chinese Journal of Rehabilitation Theory and Practice
2026;32(4):482-487
- CountryChina
- Language:Chinese
-
Abstract:
ObjectiveTo explore the effect of presentation-assimilation-discussion (PAD) classroom model-based classroom-community collaborative teaching on course of sports rehabilitation therapy under the background of sports-medicine integration. MethodsFrom Febrary, 2024 to June, 2025, a total of 46 undergraduate students majoring in sports rehabilitation (Grade 2022, Capital University of Physical Education and Sports) were randomly divided into control group (n = 23) and experimental group (n = 23). The control group received routine lectures combined with laboratory practice, while the experimental group was taught using a classroom-community collaborative teaching based on PAD classroom structure. The two groups were compared in terms of excellent rate in practical assessment, achievement in higher-order dimensions of Bloom's Taxonomy, real-case rehabilitation scenario transformation ability and teaching satisfaction at the end of the semester. ResultsAt the end of the semester, the excellent rate in practical assessment was 60.87% in the experimental group, higher than 21.74% in the control group (χ² = 7.725, P < 0.05), while the scores in the analyse, evaluation and creation dimensions of Bloom's Taxonomy were significantly higher (t > 8.490, P < 0.001), real-case rehabilitation scenario transformation ability was better (t > 3.873, P < 0.001) and teaching satisfaction was higher (χ² = 8.576, P = 0.003). ConclusionPAD-based classroom-community collaborative teaching can effectively improve practical skills, higher-order cognitive abilities and practical application abilities among students majoring in sports rehabilitation.
