上海口腔医学

上海口腔医学 ›› 2022, Vol. 31 ›› Issue (2): 217-220.doi: 10.19439/j.sjos.2022.02.020

• 口腔医学教育 • 上一篇    下一篇

微信公众平台在《口腔修复学》教学改革中的应用

陈建治1,2, 林微微2, 史月华2   

  1. 1.浙江树人大学树兰国际医学院附属树兰杭州医院 口腔医学中心,浙江 杭州 310015;
    2.浙江中医药大学 口腔医学院,浙江 杭州 310053
  • 收稿日期:2020-06-14 修回日期:2021-10-29 出版日期:2022-04-25 发布日期:2022-05-16
  • 通讯作者: 陈建治,E-mail:616024571@qq.com
  • 作者简介:陈建治（1968-）,男,博士,副教授
  • 基金资助:
    浙江中医药大学“教育教学改革重大招标项目基金”（201605）

Application of Wechat public platform in teaching reform of prosthodontics

CHEN Jian-zhi, LIN Wei-wei, SHI Yue-hua   

  1. 1. The Center of Stomatology, Shulan(Hangzhou Hospital Affiliated to Zhejiang Shuren University Shulan International Medical College. Hangzhou 310015;
    2. College of Stomatology, Zhejiang Chinese Medical University. Hangzhou 310053, Zhejiang Province, China
  • Received:2020-06-14 Revised:2021-10-29 Online:2022-04-25 Published:2022-05-16

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摘要： 目的： 通过基于微信公众平台的翻转课堂教学,探索《口腔修复学》教学的发展规律和存在的问题,为口腔医学专业课程教学改革积累经验。方法： 申请微信公众号和建立微信群,将2013级口腔医学专业学生93人按照4~5人1群,建立20个微信群。《口腔修复学》课程教学改革的主平台是微信APP,辅助平台是乐调查和优考试。教师借助微信公众号和微信群,发布课件和学习资源。通过乐调查和优考试设置的调查表和考试题,生成二维码,借助微信平台发布和检查最终学习效果。采用SPSS 19.0软件包对实验结果进行t检验。结果： 调查结果表明,59.1%的学生认可微信教学效果,只有5.4%的学生认为没有效果。对《口腔修复学》部分章节进行课前和课堂测试,结果表明,课堂测试成绩为（91.35±4.45）,显著高于课前测试成绩（90.14±5.03,P<0.05）。结论： 基于微信公众平台的《口腔修复学》翻转课堂教学改革,无论是在教学形式上还是时间安排上显得更加灵活,能够发挥学生学习自主性,提高学生的学习动力和学习效果。

关键词: 微信, 翻转课堂, 口腔修复学, 教学改革

Abstract: PURPOSE: To explore the law of development and existing problems in prosthodontics teaching in the new era, through flipped classroom teaching based on WeChat public platform. METHODS: WeChat public number was applied and WeChat groups were set up among the students of grade 2013, and 93 students were divided into 20 WeChat groups, with 4 to 5 students in each group. The main platform on reform of prosthodontics teaching was WeChat app, supplemented by platforms of Lediaocha and Youkaoshi. Teachers published courseware and learning resources with WeChat public number and WeChat groups. Two-dimensional codes on questionnaires and tests which were generated by Lediaocha and Youkaoshi could be published with WeChat and the final learning effectiveness was compared using SPSS 19.0 software package for t test. RESULTS: The results showed that 59.1% students admitted WeChat teaching effective, only 5.4% students believed ineffective. Based upon partial chapters of prosthodontics, the score of classroom test (91.35±4.45) was significantly higher than that of pre-class test(90.14±5.03, P<0.05). CONCLUSIONS: The reform of flipped classroom based on WeChat platform in prosthodontics have some advantages, such as more flexibility in teaching form and time arrangement, promoting students' learner autonomy, and increasing students' motivation and effects of learning prosthodontics.

Key words: WeChat, Flipped classroom, Prosthodontics, Pedagogical reform

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