郭茂娟　卢斌　张云莎　姜希娟

摘  要：目的：探討“雨课堂”在病理生理学教学中运用，对教学活动优化及对提升教学效果的影响。方法：本研究随机选取天津中医药大学2016级中医班1班、2班、3班，2016级中医学方向“5+3”一体化1班、2班，3班为研究对象，以36学时的病理生理学为研究课程，按照同专业合班进行教学的原则，将2016级中医学方向“5+3”一体化班为实验班级（n=128），采用“雨课堂”管理教学活动;设定2016级中医班作为对照班级（n=169），采用传统教学方法管理教学活动。从学生学习病理生理学的形成性评价、过程管理，期末成绩及各题型得分分析，艾宾浩斯遗忘曲线等客观指标及基于调查问卷的主观感受两方面入手，综合评价雨课堂的使用对教学效果及优化教学活动的影响。结果：基于雨课堂大数据管理平台，实验班级学生期末成绩，试卷中客观题，主观题，高阶题得分均明显提高，与对照组相比差异具有统计学意义;问卷调查显示：89%的学生认为使用雨课堂有助于提高学习效果;教师形成性评价所需时间缩短，效率提高，多班级应用优势突出。结论：应用雨课堂利于优化教学活动过程、便于形成性评价，与此同时，教师明显减负，值得应用和推广。

关键词：雨课堂;监控教学;教学活动;实验研究

中图分类号：G640         文献标志码：A         文章编号：2096-000X（2019）17-0089-03

Abstract： Objective： To explore the application of "Rain Classroom" in the teaching of pathophysiology， to optimize the teaching activities and to enhance the effect of teaching. METHODS： This study randomly selected one class， two classes， and three classes for 2016 Traditional Chinese medicine classes in Tianjin University of Traditional Chinese Medicine. The class of 2016 Traditional Chinese medicine "5+3" integrated one class， two classes， and three classes were the subjects of the study， with the pathophysiology of the 36 hours of research course， in accordance with the principle of teaching with the professional combination of classes， will be 2016 class of Traditional Chinese medicine "5+3" integration class for the experimental class（n=128）， using "Rain Classroom" management teaching activities; The 2016 class of "Rain Classroom" medicine classes will be used as a control class（n=169）， and traditional teaching methods will be used to manage teaching activities. From the student's learning pathophysiology formative evaluation， process management， final grades and analysis of the scores of various questions， objective indicators， such as Ebbinghaus amnesia curves and subjective feelings based on questionnaires， the comprehensive assessment of the use of rain classrooms for teaching Effects and optimization of teaching activities. Results： Based on the "Rain Classroom" big data management platform， the experimental class students' final grades， the objective questions in the test paper， subjective questions， and high-order questions scored significantly higher， and the difference was statistically significant compared with the control group; questionnaire survey showed： 89% Students believe that the use of rain classrooms will help improve learning outcomes; the time for formative evaluation of teachers will be shortened， efficiency will be improved， and the advantages of multi-class applications will be prominent. Conclusion： Applying the "Rain Classroom" is conducive to optimizing the process of teaching activities and facilitating formative evaluation. At the same time， teachers are obviously lightening their burdens and are worthy of application and promotion.

Keywords： Rain Classroom; monitoring teaching; teaching activities; experimental study

引言

目前，高校的教育教学处于一个变革时代。由单一的传统教学模式向传统教学模式与以微课、慕课和翻转课堂为代表的互联网教育模式相结合，已成为学术界和教学实践改革的热点话题。……