王忠山 冯志宏 牛丽娜 赵铱民

[摘要]目的：探討翻转课堂结合以团队为基础的教学模式（Team-based learning，TBL）在口腔瓷贴面教学中的应用效果。方法：2019年11月-2019年12月，选择第四军医大学口腔医学院2016级五年制口腔医学专业40名本科生作为研究对象，随机分为试验组20人和对照组20人。试验组采用翻转课堂结合TBL教学方法;对照组采用传统讲授结合多媒体教学方法。教学结束后，比较两组学生的学习成绩及问卷调查结果。结果：试验组的瓷贴面修复课程的理论成绩、实践成绩分别为（18.4±1.2）分、（8.8±0.8）分，均优于对照组的（16.8±1.7）分、（7.7±0.7）分，差异均具有统计学意义（P<0.05）。问卷调查结果显示，与对照组相比，试验组学生对教学模式满意度方面高于对照组（9.1±0.6 vs 7.8±0.7），差异具有统计学意义（P<0.05）。试验组所有学生均了解并满意翻转课堂+TBL教学模式，认为理论与实践结合效果更好，愿意继续使用该教学模式进行学习。同时95%的学生认为通过该模式学习后能够很快掌握所学知识，90%的学生认为可以提升学习主动性和学习兴趣。结论：翻转课堂结合TBL教学模式应用于瓷贴面修复教学，可以激发学生自主学习的积极性，提高学生的临床思维能力，提高教学效果。

[关键词]翻转课堂;TBL教学;口腔医学;医学教育;本科生教学

[中图分类号]G642.4    [文献标志码]A    [文章编号]1008-6455（2021）04-0150-03

The Application of Flipped Classroom Combined with TBL Teaching Mode in Oral Porcelain Veneer Teaching

WANG Zhong-shan，FENG Zhi-hong，NIU Li-na，ZHAO Yi-min

（State Key Laboratory of Military Stomatology，National Clinical Research Center for Oral Diseases，Shaanxi Key Laboratory of Stomatology，Department of Prosthodontics，Stomatological Hospital of the Fourth Military Medical University，Xian 710032，Shaanxi，China）

Abstract： Objective  To explore the effects of flipped classroom combined with team-based learning（TBL） in porcelain veneer teaching. Methods  From November 2019 to December 2019， totally 40 students from grade 2016， five years undergraduate dental medicine in the Fourth Military Medical University were randomly selected and divided into the experimental group （20 students） and the control group （20 students）. The experimental group adopted flipped classroom combined with TBL teaching mode， while the control group received traditional teaching methods. At the end of experimental class， the learning outcomes of students in the two groups was valued by examinations and questionnaire survey. Results  The theoretical and practical scores of the students in the experimental group were（18.4±1.2） and （8.8±0.8） respectively， which were better than those in the control group （16.8±1.7） and （7.7±0.7）. the differences were statistically significant （P<0.05）. The results of questionnaire showed that compared with the control group， and their satisfaction with the new teaching mode （9.1±0.6 vs 7.8±0.7）， the difference was statistically significant（P<0.05）. The questionnaire survey of the students in the experimental group showed that all the students understood and were satisfied with the flipped classroom + TBL teaching mode， and thought that the combination of theory and practice was better， and they were willing to continue to use the teaching mode for learning. At the same time， 95% of the students thought that they can master the knowledge quickly after learning through TBL， and 90% of the students thought that this mode can improve their learning initiative and interest. Conclusion  The application of flipped classroom combined with TBL teaching mode was feasible and effective in porcelain veneer teaching. It can stimulate the enthusiasm of students' independent learning， improve their clinical thinking ability and achieve better teaching effects.

Key words： flipped classroom; TBL; stomatology; medical education; undergraduate teaching

近年来随着物质生活水平的发展，人们对外在审美的需求也不断提高，与此同时口腔修复学也从恢复牙齿的基本外形、咀嚼、发音等功能的水平基础上，向满足牙齿整体美观和谐的需求方向发展[1]。其中的瓷贴面修复技术是口腔医学专业《口腔修复学》本科教材的独立和重点章节，因其教学内容复杂、操作细节较多，且美学的评价较主观而具有较大的教学难度[2]。随着时代不断发展，以授课为基础的教学模式（Lecture-based learning，LBL）已满足不了现实要求，临床需要开展新型的教学模式，以促进学生学习主动性、自律性。翻转课堂（Flipped classroom）是指重新调整课堂内外的时间，学生在课前完成自主学习，课堂则变成了老师与学生之间、学生与学生之间互动讨论的场所，从而对所学知识获得更深层次的理解[3]。……