The application of flipped classroom in aerospace cardiovascular medicine— taking the effect of weightlessness on cardiovascular functions as an example
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摘要:
目的 探索翻转课堂在航空航天心血管教学中的应用方法和效果。 方法 以“失重对心血管功能的影响”章节为例，选取2018级航空航天专业学员49名学员，采用传统教学模式进行授课（对照组），选取2019级航空航天医学专业44名学员，采用翻转课堂教学模式进行授课（实验组）。通过考试成绩、调查问卷结果对翻转课堂教学方法进行评估与分析。 结果 实验组学员失重相关章节试题考试成绩明显优于对照组（P<0.05）；问卷调查结果表明翻转课堂模式下教学效果明显优于传统教学模式。 结论 采用翻转课堂的教学模式能够解决航空航天心血管医学课程教学中的痛点问题，打破传统教学模式的限制，提高相关课程教学质量。 Abstract:AIM To explore the application and effect of flipped classroom in aerospace cardiovascular medicine courses teaching process. METHODS 49 students majoring in aerospace medicine of grade 2018 were selected as the control group, and 44 students majoring in aerospace medicine of grade 2019 were selected as the experimental group. Taking the chapter “Effects of weightlessness on cardiovascular function” as an example, the control group adopted the traditional teaching mode while the experimental group adopted the flipped classroom teaching mode. The teaching effect of flipped classroom is evaluated and analyzed through test scores and questionnaire results. RESULTS In the weightlessness-related chapter examination, the scores of students in the experimental group were significantly higher than those in the control group (P<0.05). The results of questionnaires demonstrate that the teaching effect of flipped classroom model is significantly better than that of traditional teaching model. CONCLUSION Flipped classroom teaching model can solve the pain point problems in the teaching of aerospace cardiovascular medicine, break the limitations of traditional teaching pattern, and improve the teaching quality of related courses. -
表 1 考试成绩比较
（ $\bar x $ ±s）项目 对照组（n=49） 实验组（n=44） 理论总成绩（分） 85.12±5.43 87.16±4.81 失重章节相关试题成绩（分） 7.18±2.76 11.06±0.90 a 与对照组相比，aP<0.05 
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表 2 教学效果问卷调查结果比较
（ $\bar x $ ±s）调查项目 得分（分） 对照组
（n=49）实验组
（n=44）该教学模式下进行学习是一件有趣的事 1.95±0.96 4.18±0.87a 该教学模式下课前学习起到了重要作用 1.75±0.90 4.30±0.67a 该教学模式能够提高自主学习能力 2.06±0.90 4.36±0.72a 该教学模式能够提高交流协作能力 1.78±0.80 4.16±0.81a 该教学模式能够提高学员上课积极性 1.87±0.70 4.23±0.74a 该教学模式能够提高学员航卫保障能力 1.98±0.95 4.39±0.62a 该教学模式能够促进师生交流 1.76±0.90 4.14±0.88a 该教学模式对学员评价更为全面 2.91±1.27 4.39±0.69a 该教学模式有利于知识掌握和机制梳理 2.30±1.26 4.23±0.68a 该教学模式增加了学习负担 2.26±1.09 2.32±0.86 与对照组相比，aP<0.05
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