伍丽燕　李小梅　苏丽嬛

[摘要] 目的 探讨翻转课堂在助产技术实训中的应用与效果。 方法 选取本校2015级助产1～4班学生作为研究对象，把助产1、2班列为观察组，共120名，用翻转课堂法进行助产技术实训教学；把助产3、4班列为对照组，共124名，用传统教育方法进行助产技术实训教学。在分娩机制、妇科检查、正常分娩、计划生育等实训课前先把教学视频和课前作业发给学生预习。课堂上老师引导学生按小组派代表上台操作，最后教师点评及小测。 结果 观察组分娩机制、妇科检查、正常分娩、计划生育等实训的课后成绩明显比对照组成绩要好；且观察组对本组实训教学法满意度比对照组高，差异有统计学意义（P<0.01）。 结论 翻转课堂应用在助产技术实训的效果显著，值得进一步推广。

[关键词] 翻转课堂；传统教学法；教师；学生

[中图分类号] G642 [文献标识码] C [文章编号] 1673-9701（2018）23-0141-04

Application and research of flipped classroom in training of midwifery technology

WU Liyan LI Xiaomei SU Lihuan

Zhaoqing Medical College， Zhaoqing 526020， China

[Abstract] Objective To explore the application and effect of flipped classroom in practical training of midwifery. Methods Midwifery students of class 1-4 from 2015 were selected as research subjects. The midwifery class 1 and 2 were classified as observation group （n=120） and treated with the flipped classroom method to carry out midwifery technical training teaching. The class 3 and 4 were served as control group （n=124） and given teach midwifery technique by traditional education method. Before the practical courses such as the delivery mechanism， gynecological examinations， normal delivery， and planned education， teach videos and pre-work were assigned to students. In class， the teacher guides the students to work on behalf of the group to perform the operation. Finally， the teacher commented and performed small test. Results The after-school grades of training including delivery mechanism， gynecological examination， normal delivery， family planning and so on in the observation group were significantly better than the results of the control group. And the observation group's satisfaction with the group's training method was higher than that of the control group， with statistical significance（P<0.01）. Conclusion Flipped classroom applied in midwifery training has significant The effect and is worthy of further promotion.

[Key words] Flipped classroom； Traditional teaching method； Teachers； Students

在網络信息飞速发展的大数据时代，翻转课堂（Flipped Classroom）的概念从提出到应用，再经过被改良，已经被教育界广泛接受。翻转课堂将“原在课堂上进行的教学活动放到课外进行[1]。”把传统教育的先教而后学转为先学而后教。教师课前预先告知学生学习内容，让学生带着教师布置的作业通过媒体和网络预习，课堂上将自己所理解和不理解的部分跟教师和同学交流，教师再针对学生所遇问题一一解答，以便进一步提高课堂效率[2]。

我国医学类高校实训课多采用传统教学模式。一般为教师课堂边讲边操作，学生在教师示教后分组练习，教师在旁指导，课后学生针对教师所授内容逐一复习。……