罗楠　田雨　肖丛书　李荣宽

摘要：目的：探讨“互联网+”混合教学模式在传染病教学中应用。方法：利用荔枝微课平台、百度云、微信平台等移动互联网平台应用于传染病学科的教学中，将教学计划分为课前、课中及课后三个阶段，对最终的教学成果通过课中测试、理论考试、临床示例演练及教学双向评价等方面进行统计评估。结果：应用混合教学模式的班级总成绩显著高于对照班，在调动学生学习主动性、掌握知识程度及师生交互性等方面体现出明显优势。结论：“互联网+”混合式教学模式是当前教学改革的一个重要方向，其优点鲜明、教学效价明显提高，但还存在诸多其他方面问题需进一步探索和实践。

关键词：传染病学;混合式教学;移动互联网;教学改革

中图分类号：R499;G420      文献标识码：A

文章编号：1009-3044（2021）04-0090-03

Abstract： Objective：To explore the application of "Internet+" hybrid teaching mode in the teaching of infectious diseases. Methods Litchi micro-course platform， baidu cloud， WeChat platform and other mobile Internet platforms are used in the teaching of infectious diseases， and divide the teaching plan into three stages， before class， during class and after class. The final teaching results were statistically evaluated in terms of in-class tests， theoretical tests， clinical sample drills and two-way evaluation of teaching. Results：Class applying hybrid teaching mode had significantly higher total score than that of the control class，and showed obvious advantages in mobilizing initiative of students' learning， degree of mastering knowledge， and interaction between teachers and students. Conclusion："Internet+" hybrid teaching mode is an important direction of current teaching reform. It has distinct advantages and obviously improved teaching efficiency， but there are still many other problems that need further exploration and practice.

Key words： Lemology; Hybrid learning mode; Mobile internet; Educational reform

隨着移动智能终端的发展、普及，及高校网络的不断完善，基于移动智能终端的混合式教学模式应运而生。混合式教学模式，即以“人”（教师）为主导，依托无线互联网及多媒体技术，学生和教师通过两个移动终端来更灵活地实现交互式教学活动，使学习更具便捷性、交互性强及个性突出的特点 [1-2]。传染病学是医学生课程中相对“冷门”的学科，部分学校甚至作为选修课，学时少、学分低、临床实习不常见等因素，造成学生不重视、上课没兴趣、出勤率低、应试式学习，老师讲课没热情、“划重点”交差式授课，长此恶性循环，使传染病的教学难度不断加大[3]。而此次新冠疫情的全球性大爆发，传染病相关专业人才短缺突显，提高传染病学的教学质量，储备该专业的优秀后备军，攸关国家的生存、发展与人民的生命健康。……