The Influence of Semi-Flipped Biochemistry Teaching Model on Students' Academic Achievement and Self-Cognition
10.13865/j.cnki.cjbmb.2022.06.1041
- Author:
Gui-Jie REN
1
;
Ke-Li TIAN
1
;
Ji-Ping ZENG
1
;
Peng-Ju ZHANG
1
;
Zhi-Fang LIU
1
;
Wen-Xiang BI
1
;
Yuan-Yuan TIAN
1
Author Information
1. Department of Bioehemistry and Molecular Biology, School of Basic Medicine, Shandong University
- Publication Type:Journal Article
- Keywords:
academic achievement;
biochemistry;
self-cognition;
semi-flipped classroom
- From:
Chinese Journal of Biochemistry and Molecular Biology
2022;38(8):1117-1124
- CountryChina
- Language:Chinese
-
Abstract:
The "student-centered" flipped classroom teaching model can improve students' academic achievement, improve cognition, and cultivate innovation ability. However, it has obvious deficiencies in the integrity and systematization of knowledge as well as education. The traditional teaching concept based on " teacher-centered" has the unique advantages of systematization of knowledge learning and education. Therefore, we integrated the merits of these two different teaching models and introduced the semi-flipped classroom teaching model into the Biochemistry teaching of 2020 stomatology, pharmacy and preventive medicine majors in Cheeloo Medical College, Shandong University, compared with the traditional teaching of 2019 same majors. The data on the improvement of students ' academic achievement and self-cognition were analyzed. The results showed that the students' achievements of the semi-flipped classroom teaching model were better than those of the traditional teaching (P<0. 01). The students' self-cognitions were significantly improved after the implementation of semi-flipped classroom teaching (P<0. 01 or P<0. 05). This study provides a reference for the related teaching and research work in medical colleges.
