巢湖学院学报 ›› 2019, Vol. 21 ›› Issue (3): 149-156.doi: 10.12152/j.issn.1672-2868.2019.03.021
本研究旨在探讨学习运动解剖学的学生对翻转课堂的满意度，并与课堂教学进行比较分析。受试者为40 名学生，他们在第一年的运动解剖学课程中参与翻转课堂教学。在进行翻转课堂教学后，进行形成性评估，并调查学生的满意度。采用满意度调查问卷对学生的翻转课堂的认知情况进行调查。为了比较学生的学业成绩，在翻转课堂和课堂教学结束时进行形成性评价。采用frequency 和配对t检验法对数据进行分析。学生在课前学习资源中使用课堂讲稿（80.6%）和课堂幻灯片（74.2%）的频率较高。课堂互动和协作因素的平均分（3.89）高于学习改善因素（3.62）。在形成性评价中，学生在课堂上的平均分为4.28 分（10 分），在翻转学习中的平均分为5.56 分（10 分），差异有统计学意义（t=-4.203，P<0.001）。从学生的反应来看，翻转学习有助于课堂互动与协作。希望该结果能作为今后运动解剖学尝试翻转学习的基础数据。
The purpose of this study was to examine the satisfaction of sports anatomy students in flipped learning and to analyze their academic achievement in comparison with lecture class. The subjects were 40 students who participated in flipped learning during sports anatomy course in the first year. After performing flipped learning,formative assessment was conducted and the degree of satisfaction was examined. Questionnaires of satisfaction were developed to identify the perceptions of students on flipped learning. To compare the academic achievement of students, formative assessments were conducted at the end of the flipped learning class and the lecture class. The data was analyzed by frequency and paired t-test method. The students showed a high level of frequency in using lecture notes （80.6%）and lecture slides （74.2%）among the pre-class learning resources. The average score （3.89）was higher for the factor of interaction and collaboration in the classroom than for the factor of improving learning （3.62）. The average score of the students in the formative assessment was 4.28 points （out of 10 points）in the#br# lecture class, while it was 5.56 points （out of 10 points）in the flipped learning class, thus showing a statistically significant difference （t=-4.203, p<0.001）. It was observed from the reaction of the students that flipped learning is helpful for the interaction and collaboration in the classroom. It is expected that this result will be useful as basic data for sports anatomy course to try flipped learning in the future.
摘要： 本研究旨在探讨学习运动解剖学的学生对翻转课堂的满意度，并与课堂教学进行比较分析。受试者为40 名学生，他们在第一年的运动解剖学课程中参与翻转课堂教学。在进行翻转课堂教学后，进行形成性评估，并调查学生的满意度。采用满意度调查问卷对学生的翻转课堂的认知情况进行调查。为了比较学生的学业成绩，在翻转课堂和课堂教学结束时进行形成性评价。采用frequency 和配对t检验法对数据进行分析。学生在课前学习资源中使用课堂讲稿（80.6%）和课堂幻灯片（74.2%）的频率较高。课堂互动和协作因素的平均分（3.89）高于学习改善因素（3.62）。在形成性评价中，学生在课堂上的平均分为4.28 分（10 分），在翻转学习中的平均分为5.56 分（10 分），差异有统计学意义（t=-4.203，P<0.001）。从学生的反应来看，翻转学习有助于课堂互动与协作。希望该结果能作为今后运动解剖学尝试翻转学习的基础数据。
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