%0 Journal Article
%T 数字化教材结合翻转课堂教学模式在高校皮肤病与性病学专业教学中的探索与实践<br>Exploration and Practice of Digital Textbooks Combined with Flipped Classroom in the Teaching of Dermatology and Venereology in Colleges and Universities
%A 焦洋
%A 王炎
%A 郭砚
%J Advances in Education
%P 4662-4667
%@ 2160-7303
%D 2022
%I Hans Publishing
%R 10.12677/AE.2022.1211712
%X <span style=\"font-size:14px;\">目的：对皮肤病与性病学教学中数字化教材应用模式进行探索与实践。方法：对象为2020年9月至2021年9月在青海大学附属医院皮肤科学习的临床医学系本科的学生40名，采用随机分组：研究组(学生20例)和对照组(学生20例)，研究组应用数字化教材结合翻转课堂教学(DFCL)模式，对照组应用传统课模式(LBL)，通过对两组学生的课后测验，满意度问卷调查后进行成绩分析及问卷可信度分析，对比评估两种教学模式的教学效果。结果：研究组和对照组学生的临床思维成绩分别为(42.95 ± 3.187)分、(34.85 ± 4.107)分，差异有统计学意义(P &lt; 0.05)。研究组和对照组调查问卷回收率100%，可信度分析 Cronbach’s α系数分别为0.876和0.854，其中两组中教学形式接纳度一致性最好，分别为0.917和0.981。学生对课程参与度，教学形式接纳度、临床思维能掌握和学习效果满意度几方面指标差异有统计学意义(P &lt; 0.05)。结论：在高校中皮肤病与性病学专业教学中数字化教材结合翻转课堂教学模式有利于提高教学质量，提升学生的临床思维。</span><br />
<span style=\"font-size:14px;\">Objective: Exploring and practicing the application mode of digital teaching materials in the teaching of dermatology and venereology. Methods: The subjects were 46 undergraduate students of the Department of Clinical Medicine who studied in the Department of Dermatology of the Affiliated Hospital of Qinghai University from September 2020 to September 2021. Randomized grouping was adopted: the research group (20 students) and the control group (20 students). The research group used digital teaching materials and flipped classroom teaching (DFCL) mode, and the control group used traditional teaching (LBL) mode. The teaching effects of the two teaching modes were evaluated by comparing the results of the two groups of students’ after-class tests and satisfaction questionnaires. Results: The clinical skill scores of the students in the study group and the control group were (42.95 ± 3.187) and (34.85 ± 4.107), the difference has statistical significance (P &lt; 0.05). The recovery rate of the questionnaire of the research group and the control group was 100%. The reliability analyses of Cronbach’s α were 0.876 and 0.854. The consistencies of teaching acceptance around two groups were 0.917 and 0.981. There were statistically significant differences in students’ participation in courses, acceptance of teaching forms, ability to master clinical thinking and satisfaction with learning results (P &lt; 0.05). Conclusion: In the teaching of dermatology and venereology in colleges and universities, the flipped classroom teaching modes of digital teaching materials were conducive to improving teaching quality and enhancing students’ clinical thinking.</span>
%K 数字化教材，翻转课堂，微课，皮肤病与性病学，教学模式<br>Digitization
%K Micro-Lectures
%K Flipped Classroom Teaching
%K Dermatology and Venereology
%K Teaching Mode
%U http://www.hanspub.org/journal/PaperInformation.aspx?PaperID=57956