| 马晓磊,黄延红,宋志刚,张向阳.PBL结合翻转课堂在《生物化学与分子生物学》教学中的应用[J].济宁医学院学报,2018,41(5):375-378 |
| PBL结合翻转课堂在《生物化学与分子生物学》教学中的应用 |
| Application of PBL combined flipped classroom in Biochemistry and Molecular Biology teaching |
| 投稿时间：2018-06-21 |
| DOI：10.3969/j.issn.1000-9760.2018.05.018 |
| 中文关键词: PBL;翻转课堂;LBL;生物化学与分子生物学 |
| 英文关键词: PBL;Flipped classroom;LBL;Biochemistry and Molecular Biology |
| 基金项目: |
| 作者 | 单位 | E-mail | | 马晓磊 | 济宁医学院基础医学院, 济宁 272067 | | | 黄延红 | 济宁医学院基础医学院, 济宁 272067 | | | 宋志刚 | 济宁医学院基础医学院, 济宁 272067 | | | 张向阳 | 济宁医学院基础医学院, 济宁 272067 | zxyjnmc@163.com |
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| 中文摘要: |
| 目的 探讨PBL结合翻转课堂在《生物化学与分子生物学》教学中的应用。方法 2017年9月到12月，从济宁医学院2016级临床医学专业随机选取2个自然班（A、B班），A班（52人）为研究组，选取酶、非营养物质代谢、DNA重组与重组DNA技术3章内容进行PBL结合翻转课堂的教学法；B班（49人）在相同的章节采用传统LBL教学法，为对照组。比较两组学生3章内容的课堂考核成绩及期末成绩。以自拟调查问卷的方式调查学生对PBL结合翻转课堂教学法的认同程度。结果 研究组在3章内容的课堂考核成绩与对照组相比差异显著（t=28.698，P<0.05）；研究组在酶和DNA重组与重组DNA技术章节与对照组相比差异显著（t分别为3.028，3.900；P<0.05）；非营养物质代谢章节差异不显著（t=1.696，P>0.05）。调查问卷显示研究组采用PBL结合翻转课堂教学法在提高学生自学能力等方面的满意度达90%以上。结论 PBL结合翻转课堂教学法适用于《生物化学与分子生物学》课程教学。 |
| 英文摘要: |
| Objective To discuss the teaching effect of PBL combined flipped classroom in Biochemistry and Molecular Biology.Methods 2 classes(Group A and B) of clinical medicine in Jining Medical University were randomly selected,and the study time was from september to december in 2017.Group A (52) was study group,and taught by PBL combined flipped classroom in enzyme,Non-nutrient metabolism,DNA recombination and recombination DNA technology.Group B (49) was control group,and taught by the traditional LBL teaching method in the same chapters.The study compared classroom assessment results and final scores of 2 groups in 3 chapters.The self-designed questionnaire was used to investigate students' recognition of PBL combined flipped classroom teaching method.Results The two groups had significant differences in classroom assessment scores in 3 chapters (t=28.698,P<0.05).Compared with the control group,the study group showed significant differences in enzyme,DNA recombination and recombination DNA technology (t=3.028 and t=3.900 respectively;P<0.05).The result showed there was no significant difference (t=1.696,P>0.05) in Non-nutrient metabolism.The questionnaire showed that the study group was more than 90% satisfied with PBL combined flipped classroom teaching method in improving students' self-learning ability.Conclusion PBL combined flipped classroom teaching method was suitable for the teaching of Biochemistry and Molecular Biology. |
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