The Application of Blended Teaching Mode Based on BOPPPS in Adult Nursing Course
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摘要:
目的 探讨BOPPPS混合教学模式在成人护理学课程中的应用效果。 方法 选取昆明医科大学护理学院2021级的188名本科生作为研究样本，以班级为单位进行分组（对照组97名，试验组91名）。在教学过程中，对照组与试验组分别采用传统教学模式和基于BOPPPS的混合式教学模式。教学效果通过两组学生接受教学活动前后理论测试成绩、学习投入度、自主学习能力、教师教学质量进行评价。 结果 两组学生的前后测理论成绩比较，试验组学生成绩86.80（78.73，94.09）分高于对照组79.45（69.39，87.97）分（P < 0.05）；教学后两组学生学习投入度得分、自主学习能力得分比较差异有统计学意义（P < 0.05）。 结论 基于BOPPPS的混合式教学模式用于本科护理专业学生的成人护理学教学中，可有效提升其教学效果，有利于提高其学习投入度，激发学生的学习自主性。 Abstract:Objective To explore the application effect of a BOPPPS-based blended teaching model in adult nursing course. Methods A total of 188 undergraduate nursing students from the school of Nursing, Kunming Medical university, in the class of 2021 were enrolled as research subjects and grouped by classes（97 students in the control group and 91 students in the experimental group）. During the teaching process, the control group and the experimental group respectively adopted the traditional teaching model and the blended teaching model based on BOPPPS. The teaching effect was evaluated through the pre-assessment and post-assessment theoretical scores, learning engagement, independent learning ability and teacher quality of the two groups of students. Results The differences between the pre-assessment and post-assessment theoretical scores of the two groups were statistically significant, and the scores of the experimental group were 86.80（78.73, 94.09）, which were higher than those of the control group 79.45（69.39, 87.97）（P < 0.05）. There were also statistically significant differences in the scores of learning engagement and independent learning ability between the two groups after teaching （P < 0.05）. Conclusion The blended teaching model based on BOPPPS used in the teaching of adult nursing for undergraduate nursing students can effectively improve the teaching effect, which is conducive to improving their learning engagement and stimulating students' learning autonomy. -
Key words:
- BOPPPS /
- Blended learning /
- Adult nursing /
- Self-directed learning skills /
- Learning engagement
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图 1 基于BOPPPS的混合式教学模式示意图
Figure 1. Schematic diagram of the blended teaching mode based on BOPPPS
表 1 两组学生前测理论考核成绩比较[M（P25，P75），分]
Table 1. Comparison of the pre-test theory assessment scores between two groups[M（P25，P75），points]
组别 n 前测成绩 后测成绩 对照组 97 78.00（67.00，80.00） 79.45（69.39，87.97） 试验组 91 80.00（67.88，89.00） 86.80（78.73，94.09） Z 3.050 3.830 P 0.002* <0.001* *P < 0.05。 
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表 2 两组学生学习投入度比较[（$ \bar x \pm s $），分]
Table 2. Comparison of students' learning engagement between two groups [（$ \bar x \pm s $），points]
组别 n 活力 奉献 专注 学习投入度总分 对照组 97 21.30±3.23 19.82±3.71 22.15±3.78 63.28±9.02 试验组 91 22.59±2.94 21.08±2.91 23.74±3.13 67.41±6.92 t 2.865 2.562 3.114 3.535 P 0.005* 0.010* 0.002* 0.001* *P < 0.05。
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表 3 两组学生自主学习能力比较[（$ \bar x \pm s $），分]
Table 3. Comparison of students' self-directed learning ability between two groups [（$ \bar x \pm s $），points]
组别 n 学习合作能力 信息能力 自我管理能力 自主学习能力总分 对照组 97 21.68±2.95 32.49±3.51 30.78±3.20 84.96±6.43 试验组 91 23.64±3.11 34.68±3.39 31.25±3.17 89.57±7.78 t 4.442 4.335 1.010 4.414 P <0.001* <0.001* 0.314 <0.001* *P < 0.05。
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表 4 两组学生教学质量评价比较（$ \bar x \pm s $）
Table 4. Comparison of teaching quality evaluation between two groups （$\bar x \pm s $）
组别 n 教学态度 教学内容 教学方法 教学效果 教学质量评价总分 对照组 97 19.35±1.49 29.12±2.17 24.29±1.74 24.19±1.86 96.94±6.85 试验组 91 19.67±1.04 29.60±1.46 24.59±1.25 24.59±1.29 98.46±4.77 t −2.324 −2.420 −1.865 −2.303 −2.367 P 0.021* 0.016* 0.043* 0.022* 0.019* *P < 0.05。
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