Application of flipped classroom teaching model based on WeChat and micro-class in nursing undergraduates of our school
WANG Shurong1 WANG Liqin2 GUO Chuang3 ZOU Xiangni4 TAO Sha5 ZHANG Yang6
1.Department of Nursing, the Second Affiliated Hospital of Heilongjiang University of Chinese Medicine, Heilongjiang Province, Harbin 150001, China;
2.Clinical Medical College, the First Affiliated Hospital of Heilongjiang University of Chinese Medicine, Heilongjiang Province, Harbin 150040, China;
3.the Third Department of Orthopedics and Traumatology, the First Affiliated Hospital of Heilongjiang University of Chinese Medicine, Heilongjiang Province, Harbin 150040, China;
4.Department of Oncology, the First Affiliated Hospital of Heilongjiang University of Chinese Medicine, Heilongjiang Province, Harbin 150040, China;
5.the First Department of Gynecology, the First Affiliated Hospital of Heilongjiang University of Chinese Medicine, Heilongjiang Province, Harbin 150040, China;
6.the Second Department of Gynecology, the First Affiliated Hospital of Heilongjiang University of Chinese Medicine, Heilongjiang Province, Harbin 150040, China
Abstract：Objective To explore the application of flipped classroom teaching model based on WeChat and micro-class in nursing undergraduates of Heilongjiang University of Chinese Medicine ("our school" for short) by taking Basic Nursing as an example. Methods The subjects of this study were nursing undergraduates of grade 2015 in our school from October 2017 to October 2018. Classes 1 and 2 were experimental group (96 students), while classes 3 and 4 were control group (95 students). Flipped classroom teaching model based on WeChat and micro-class was applied in experimental group (the design of micro-class--building of WeChat public platform--students′ autonomous learning before class--the development of classroom teaching activities--evaluation and feedback, summary and reflection), while traditional teaching mode of teachers and students was used in control group. The basic theory and skills test scores, autonomous learning ability and critical thinking ability of two groups were compared. Results Test scores of basic theory and basic skills in experimental group were significantly higher than those in control group, the differences were statistically significant (P < 0.05). The scores of truth-seeking, open thinking, analytical ability, systematization ability, self-confidence of critical thinking, curiosity and cognitive maturity in experimental group were significantly higher than those in control group, the differences were statistically significant (P < 0.05). The scores of learning motivation, planning and implementation, self-management, interpersonal communication and total scores in experimental group were significantly higher than those in control group, the differences were statistically significant (P < 0.05). Conclusion The flipped classroom teaching mode of WeChat and micro-class can effectively improve the learning effect of nursing undergraduates in our school, and help to improve students′ critical thinking ability.
王淑荣1 王丽芹2 郭闯3 邹香妮4 陶莎5 张杨6. 基于微信与微课的翻转课堂教学模式在我校护理本科生中的应用[J]. 中国医药导报, 2019, 16(25): 61-64,78.
WANG Shurong1 WANG Liqin2 GUO Chuang3 ZOU Xiangni4 TAO Sha5 ZHANG Yang6. Application of flipped classroom teaching model based on WeChat and micro-class in nursing undergraduates of our school. 中国医药导报, 2019, 16(25): 61-64,78.
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2019, Vol. 16 
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