| 贠航,曹若菡,李娟芳,张晓文.导学互动教学模式在《物理治疗学》课程教学中的应用效果[J].中国康复,2023,38(12):764-768 |
| 导学互动教学模式在《物理治疗学》课程教学中的应用效果 |
| Application of BOPPPS teaching mode in the teaching of physiotherapy course |
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| DOI： |
| 中文关键词: 导学互动 物理治疗学 康复治疗学 |
| 英文关键词: BOPPPS physiotherapy rehabilitation therapy application effect |
| 基金项目:商洛学院校级教育教学改革研究项目（22jyjx138） |
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| 中文摘要: |
| 目的：结合康复治疗学专业教学特点，探讨导学互动（BOPPPS）教学模式在《物理治疗学》课程教学中的应用效果。方法：选取2019级和2020级康复治疗学专业本科学生作为研究对象。2019级64名学生作为对照组采用传统教学法，2020级66名学生作为干预组采用BOPPPS教学模式。比较2组学生自主学习能力、学习投入情况、理论考核、实训技能考核以及对教学模式的满意度。结果：干预结束后，干预组在自主学习能力总分、学习投入总分、理论和实践考核成绩及对教学模式总体满意度均显著高于对照组（均P＜0.05）。结论：BOPPPS教学模式在《物理治疗学》课程教学的应用，既增强了学生自主学习能力和学习投入情况，还能提高学生学习成绩和满意度，优化了教学质量。 |
| 英文摘要: |
| Objective: To explore the application of the BOPPPS teaching mode in the teaching of physiotherapy based on the teaching characteristics of rehabilitation therapy. Methods: Undergraduate students majoring in rehabilitation therapy of grade 2019 and grade 2020 were selected as the research subjects. A total of 64 students in grade 2019 were treated as the control group with the traditional teaching mode, and 66 students in grade 2020 were treated as the intervention group with BOPPPS teaching mode. The self-directed learning ability, learning engagement, theoretical assessment, practical training skills assessment, and satisfaction with the teaching mode were compared between two groups. Results: After the intervention, the total score of self-directed learning ability in the intervention group was significantly higher than that in the control group, and the total score of learning engagement in the intervention group was also significantly higher than that in the control group (P=0.006). At the same time, the theoretical and practical assessment scores of the intervention group were significantly higher than those of the control group. The overall satisfaction of the intervention group with the teaching mode was also significantly higher than that of the control group (P＜0.05). Conclusion: The application of BOPPPS teaching mode in the teaching of physiotherapy not only enhanced students’ self-directed learning ability and learning engagement, but also improved their academic performance and satisfaction, optimizing the quality of teaching. |
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