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| 中文摘要: |
| 目的 探讨基于微课的翻转课堂应用于健康评估理论教学的效果。方法 两个护理本科班分为对照组（４８人）和实验组（４８人），对照组采用传统教学即“预习-授课-复习-考试”的方法进行胸部体格检查的理论教学。实验组采用基于微课的翻转课堂，将教学内容制作成微课视频供学生课前学习，课中分别采用知识点回顾、小组协作及总结的方法进行知识内化，课后通过微课视频进行知识巩固。使用自我导向学习能力量表比较课前及课程结束后学生的自我导向学习能力，并比较课程结业理论考试成绩及学生对教学的满意度。采用SPSS 13.0进行t检验。结果 课前两组学生自我导向学习能力差异无统计学意义（P＞0.05），课程结束后实验组学生自我导向学习能力评分（73.15±6.20）与对照组（55.88±7.17）相比，差异有统计学意义（t=-12.629，P=0.000）。实验组学生理论考核成绩为（78±11）分，与对照组[（69±13）分]相比，差异有统计学意义（t=-3.751，P=0.000）。实验组学生对教学的满意度也高于对照组学生，差异有统计学意义（P=0.000）。结论 基于微课的翻转课堂提高了学生的自我学习能力，提升了健康评估理论教学的效果。 |
| 英文摘要: |
| Objective To investigate the effects of microlecture-based flipped classroom in the health assessment course. Methods Nursing students in 2 classes were divided into the control (n=48) and experimental groups (n=48), receiving the traditional teaching mode and microlecture-based flipped classroom teaching mode, respectively. Self-Directed Learning ability, course examination scores, and teaching satisfaction were compared between two groups. Results No significant difference of self-directed learning ability was observed between the two groups before the course（P＞0.05）, while the level of self-directed learning ability in experimental group (73.15±6.20) was significantly higher than that of the control group (55.88±7.17, t=-12.629, P=0.000) at the end of the course. The course examination scores of students in the study group (78±11) were significantly higher than those in the control group (69±13), (t=-3.751, P=0.000). Compared with students in the control group, students in the study group acquired significantly higher self-directed learning ability and satisfaction with teaching（P=0.000）. Conclusions The application of microlecture-based flipped classroom in the health assessment course dramatically promotes the self-learning ability and teaching effects of nursing students. |
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