[1] 王忠山,冯志宏,牛丽娜,等. 翻转课堂结合TBL教学模式在口腔瓷贴面教学中的应用[J].中国美容医学,2021,(4):150-152.
　 WANG Zhong-shan,FENG Zhi-hong,NIU Li-na,et al. The Application of Flipped Classroom Combined with TBL Teaching Mode in OralPorcelain Veneer Teaching[J].Medical Aesthetics and Beauty,2021,(4):150-152.
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 翻转课堂结合TBL教学模式在口腔瓷贴面教学中的应用
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《中国美容医学》[ISSN:1008-6445/CN:61-1347/R]

卷:
期数:
2021年4期
页码:
150-152
栏目:
出版日期:
2021-04-10

文章信息/Info

Title:
 The Application of Flipped Classroom Combined with TBL Teaching Mode in Oral
Porcelain Veneer Teaching
文章编号:
1008-6455（2021）04-0150-03
作者:
 王忠山; 冯志宏; 牛丽娜; 赵铱民
Author(s):
 WANG Zhong-shan; FENG Zhi-hong; NIU Li-na; ZHAO Yi-min
关键词:
 [关键词]翻转课堂; TBL教学; 口腔医学; 医学教育; 本科生教学
Keywords:
 Key words: flipped classroom;  TBL;  stomatology;  medical education;  undergraduate teaching
分类号:
G642.4
文献标志码:
A
摘要:

[摘要]目的：探讨翻转课堂结合以团队为基础的教学模式（Team-based learning，TBL）在口腔瓷贴面教学中的应用效
果。方法：2019年11月-2019年12月，选择第四军医大学口腔医学院2016级五年制口腔医学专业40名本科生作为研究对象，
随机分为试验组20人和对照组20人。试验组采用翻转课堂结合TBL教学方法；对照组采用传统讲授结合多媒体教学方法。
教学结束后，比较两组学生的学习成绩及问卷调查结果。结果：试验组的瓷贴面修复课程的理论成绩、实践成绩分别为
(18.4±1.2)分、(8.8±0.8)分，均优于对照组的(16.8±1.7)分、(7.7±0.7)分，差异均具有统计学意义(P ＜0.05)。问卷
调查结果显示，与对照组相比，试验组学生对教学模式满意度方面高于对照组（9.1±0.6 vs 7.8±0.7），差异具有统计学
意义(P ＜0.05)。试验组所有学生均了解并满意翻转课堂+TBL教学模式，认为理论与实践结合效果更好，愿意继续使用该教
学模式进行学习。同时95%的学生认为通过该模式学习后能够很快掌握所学知识，90%的学生认为可以提升学习主动性和学习
兴趣。结论：翻转课堂结合TBL教学模式应用于瓷贴面修复教学，可以激发学生自主学习的积极性，提高学生的临床思维能
力，提高教学效果。

Abstract:
Abstract: Objective To explore the effects of flipped classroom combined with team-based learning(TBL) in porcelain veneer
teaching. Methods From November 2019 to December 2019, totally 40 students from grade 2016, five years undergraduate
dental medicine in the Fourth Military Medical University were randomly selected and divided into the experimental group (20
students) and the control group (20 students). The experimental group adopted flipped classroom combined with TBL teaching
mode, while the control group received traditional teaching methods. At the end of experimental class, the learning outcomes of
students in the two groups was valued by examinations and questionnaire survey. Results The theoretical and practical scores
of the students in the experimental group were(18.4±1.2) and (8.8±0.8) respectively, which were better than those in the control
group (16.8±1.7) and (7.7±0.7). the differences were statistically significant (P ＜0.05). The results of questionnaire showed
that compared with the control group, and their satisfaction with the new teaching mode (9.1±0.6 vs 7.8±0.7), the difference
was statistically significant(P ＜0.05). The questionnaire survey of the students in the experimental group showed that all the
students understood and were satisfied with the flipped classroom + TBL teaching mode, and thought that the combination of
theory and practice was better, and they were willing to continue to use the teaching mode for learning. At the same time, 95%
of the students thought that they can master the knowledge quickly after learning through TBL, and 90% of the students thought
that this mode can improve their learning initiative and interest. Conclusion The application of flipped classroom combined
with TBL teaching mode was feasible and effective in porcelain veneer teaching. It can stimulate the enthusiasm of students’
independent learning, improve their clinical thinking ability and achieve better teaching effects.
更新日期/Last Update: 2021-05-14