“对分课堂+微课”教学模式在模拟起落航线飞行实践教学的应用效果分析

    Evaluation of “PAD class + micro-lecture” teaching mode in simulation flight practice

      摘要
    • 摘要:
      目的 通过综合评价方式比较传统教学模式与“对分课堂+微课”模式在模拟起落航线飞行教学中的效果，探讨心率变化与起落航线飞行实时成绩的相关性，为教学效果客观评估探索新指标。
      方法 通过采用资深飞行教员对学员模拟飞行考核评分，比较学员心率变化、学员满意度调查等方法，综合评价“对分课堂+微课”与传统教学方法的教学效果。基于飞行成绩与心率相关性分析，探讨心率信号在分析学员实时成绩中的作用。
      结果 相较于对照组，观察组学员模拟飞行成绩更高，两组间成绩具有显著差异（P<0.01）。心电监测结果显示，两组学员考核飞行期间平均心率均显著高于其飞行前静息心率（P<0.01），且观察组飞行全程的平均心率及增幅显著低于对照组（P<0.05）。不同飞行阶段比较发现，对照组在起飞、巡航及降落阶段平均心率均显著升高（P<0.01），观察组仅起飞与降落阶段平均心率与静息态存在显著差异（P<0.01），且观察组的心率平均增幅在起飞、巡航及降落阶段均显著低于对照组（P<0.01或P<0.05）。比较心率和考核成绩发现，两组各飞行阶段心率与考核成绩均呈显著负相关（P<0.01）。满意度调查显示学员对“对分课堂+微课”教学模式满意度较高（P<0.05）。
      结论 “对分课堂+微课”能够有效提升军校学员模拟飞行实践教学成绩，通过心率监测可以辅助客观评估其效果。

       

      Abstract:
      AIM To investigate the teaching effect of the “presentation-assimilation-discussion (PAD) class + micro-lecture” instructional approach in simulation flight practice and the correlation between heart rate (HR) fluctuations and simulated flight scores in military cadets.
      METHOD One hundred and twelve cadets majoring in aerospace medicine from a University of Military Medicine were selected for the study and the cadets were divided into a control group (n=51) and an observation group (n=61). The control group adopted the traditional teaching mode, while the observation group adopted the “PAD class + micro-lecture” mode. The teaching effect between the two groups was evaluated and compared by the flight scores assessed by senior flight instructors, heart rate indicators recorded and questionnaire survey.
      RESULTS The observation group achieved significantly higher simulated flight scores than the control group (P<0.01). There was no significant difference in resting HR between the two groups. However, during the simulated flight test, HR in both groups was significantly elevated compared with their HR in resting state (P<0.01). Moreover, the average HR of the observation group during the flight period was significantly lower than that of the control group (P<0.05). The comparison at different flight stages revealed a significant increase in the average heart rate of the control group during takeoff, cruise, and landing stages (P<0.01). In contrast, in the observation group, significant difference from resting state was observed only during takeoff and landing stages (P<0.01), but their average heart rate was significantly lower than that of the control group during takeoff, cruise and landing stages (P<0.01) (P<0.05). Furthermore, there was a significant negative correlation between heart rate and test scores in each flight stage for both groups. The questionnaire survey revealed a notable preference for “PAD class + micro-lecture” teaching mode (P<0.05).
      CONCLUSION The “PAD class + micro-lecture” teaching mode effectively improves cadets’ performance in simulation flight practice. ECG signal monitoring assists in objective assessment of the training effectiveness.

       

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