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| 基于雨课堂的分析化学实验课程线上线下混合教学模式实践 |
| Practice of online-offline blended teaching mode in analytical chemistry laboratory course based on Rain Classroom |
| 投稿时间：2025-11-05 修订日期：2026-01-23 |
| DOI： |
| 中文关键词: 分析化学实验;雨课堂;混合实验教学模式 |
| 英文关键词: Analytical Chemistry Laboratory course; Rain classroom; Blended laboratory teaching mode |
| 基金项目:] 安徽省自然科学基金(2108085QH370);皖南医学院教学质量与教学改革工程项目(2022xsxxkc02；2024hhkc04；2024jyxm38)[通 信 作 者] 陈云艳,Email：cyy1206@163.com ) |
| 作者 | 单位 | 邮编 | | 陈云艳* | 皖南医学院药学院 | 241002 | | 胡琦艳 | 皖南医学院药学院 | | | 周凌云 | 皖南医学院药学院 | | | 孙玉 | 皖南医学院药学院 | | | 王绍臻 | 皖南医学院药学院 | |
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| 中文摘要: |
| 目的 以药学类专业“分析化学实验”课程为对象，采用“雨课堂”平台的“线上线下”混合教学模式进行了“分析化学实验”课程的教学改革模式探索。方法 从本校2020级药学专业学生中随机选取56名同学，分为对照组和试验组，对“分析化学实验”的满意度、实验能力的提升、课程结束考成绩进行了调查。结果 研究结果显示试验组学生对“分析化学实验”课程的满意度（89.29%）明显高于对照组（64.28%），差异具有统计学意义（χ2=6.122，p＜0.05）、试验组在学习兴趣及创新意识提升均明显高于对照组（χ2=42.00，p＜0.01；χ2=7.82，p＜0.01）、期末成绩(70.07 ± 21.86)及成绩良好率均高于对照组（P ＜ 0.01）。结论 基于雨课堂的线上线下混合实验教学模式在提高学生对“分析化学实验”课程的满意度的基础上，提升了“分析化学实验”课程的教学效果，对“分析化学实验”课程教学改革具有重要意义。 |
| 英文摘要: |
| Abstract： Objective This study aimed to explore the teaching reform in the "Analytical Chemistry Laboratory" course for pharmaceutical majors using an online-offline blended teaching model via the "Rain Classroom" platform. Method Fifty-six students from the 20th grade pharmacy students were randomly selected and divided into a control group and an experimental group. Surveys were conducted to assess satisfaction with the "Analytical Chemistry Laboratory" course, improvement in practical skills, and final exam results. Results The results show that the satisfaction rate of students in the experimental group with the "Analytical Chemistry Laboratory" course (89.29%) was significantly higher than that of the control group (64.28%), with a statistically significant difference (χ2 = 6.122, p < 0.05). Additionally, the experimental group demonstrated significantly greater improvements in learning interest and innovative awareness compared to the control group (χ2 = 42.00, p < 0.01; χ2 = 7.82, p < 0.01). Furthermore, the final exam scores (70.07 ± 21.86) and the rate of good academic performance in the experimental group were also higher than those in the control group (p < 0.01). Conclusion The online-offline blended teaching model enhanced the effectiveness of the Analytical Chemistry Laboratory course based on students' satisfaction via the "Rain Classroom" platform. This approach holds significant importance for the teaching reform of the Analytical Chemistry Laboratory course. |
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