中医教育2024，Vol.43Issue(4)：102-107,6.DOI:10.3969/j.issn.1003-305X.2024.04.633
基于交互设计的病理学混合式翻转教学对学生学习自主性的影响
The effect of mixed flipped teaching in pathology based on interactive design on students' learning autonomy
摘要
Abstract
Objective To employ interactive design in blended flipped teaching of pathology and explore its impact on students'autonomy in learning.Methods A blended flipped teaching model for pathology,based on triadic interaction determinism,was designed and implemented.Two homogeneous undergraduate classes(n=119)from the Clinical Medicine program of Yunnan University of Traditional Chinese Medicine,combining Chinese and Western medicine,were randomly selected based on voluntary participation and divided into an experimental group(n=60)and a control group(n=59),ensuring comparability between groups.The experimental group used the blended flipped teaching approach,while the control group received traditional teaching.Surveys using a self-developed"Autonomous Learning Scale"were conducted 3 days before the start and 1 day after the end of the course;in-class analysis of the experimental group's activity was performed.Both groups underwent three identical closed-book tests at the same intervals and modes to complete the formative assessment.Results The experimental group showed significant improvements in the total score and dimensions of the autonomous learning scale compared to before,and post-course scores were higher than those of the control group(P<0.05).Activity levels increased over the course,consistent both online and offline,showing a progressively stable trend.Scores of the experimental group in the second and third tests were higher than those of the control group and improved compared to their first test,with statistically significant differences(P<0.05).Conclusion Interactive design in blended flipped teaching of pathology enhances student autonomy in learning,thus improving educational outcomes.关键词
病理学/医学生/混合式翻转教学模式/心理交互/自主学习Key words
pathology/medical students/blended flipped teaching model/psychological interaction/autonomous learning分类
社会科学引用本文复制引用
陈嵘,李明泓,汝晶,孟卓然,谭丽萍,李娟,石西南..基于交互设计的病理学混合式翻转教学对学生学习自主性的影响[J].中医教育,2024,43(4):102-107,6.基金项目
云南中医药大学教育科学研究课题(No.YB220301) （No.YB220301）
