收稿日期: 2021-10-31
网络出版日期: 2022-05-19
基金资助
江西省教育科学“十三五”规划2020年度一般课题(20YB006)
The characteristics of teacher-student interaction behaviors in the traditional class and the flipped class
Received date: 2021-10-31
Online published: 2022-05-19
目的 对比分析翻转课堂和传统课堂教学中师生的交互行为特点,了解两种课堂教学中师生交互行为差异。方法 便利选取南昌大学2017级护理专业学生为对照组,采用传统课堂教学;以2018级护理专业学生为试验组,采用翻转课堂教学。两组分别以内科护理学中“心力衰竭病人的护理”为课堂内容进行教学视频录制,并利用NVivo 11.0软件,结合行为编码系统分析两组教学中师生课堂行为。结果 试验组教师言语、学生言语、课堂沉寂和技术行为占总行为的比率分别为35.09%、48.75%、4.89%和11.27%。对照组教师言语、学生言语、课堂沉寂和技术行为占总行为的比率分别为84.65%、8.19%、1.13%和6.04%。两组师生交互行为比率比较差异有统计学意义（P<0.05）。其中,两组教师言语、学生言语和技术行为中的具体行为比率比较差异均有统计学意义（P<0.05）,而两组课堂沉寂行为中具体行为比率比较差异无统计学意义（P=0.062）。结论 传统课堂教学与翻转课堂教学在教师言语、学生言语、技术行为中具体行为占比存在差异,而翻转课堂和传统课堂教学中课堂沉寂占比差异不大。
胡慧维 , 何朝珠 , 胡夏菊 , 李鸿艳 . 翻转课堂和传统课堂教学中师生交互行为特点研究[J]. 中华护理教育, 2022 , 19(5) : 389 -393 . DOI: 10.3761/j.issn.1672-9234.2022.05.001
Objective To compare and analyze the characteristics of interactive behaviors in the flipped classroom and the traditional classroom. Methods Nursing students of Grade 2017 in Nanchang University were assigned to the control group and traditional classroom teaching was used in this group. Students in Grade 2018 were assigned to the experimental group and flipped classroom teaching was used in this group. The chapter of “care of patients with heart failure” in the Medical Nursing was chosen and the whole teaching process was recorded by video. The behaviors of teachers and students in the two groups were analyzed by using NVivo 11.0 software and behavior coding system. Results The proportion of teacher’s speech,student’s speech,classroom silence and technology of the total behaviors in the experimental group were 35.09%,48.75%,4.89% and 11.27%,respectively. The proportion of teacher’s speech,student’s speech,classroom silence and technology of the total behavior in the control group were 84.65%,8.19%,1.13% and 6.04%,respectively. There were significant differences between the two groups（P<0.05）. There were statistically significant differences in the specific behavior ratios of teacher’s speech,students’ speech and technical behavior（P<0.05）,while there were no statistically significant differences in the specific behavior ratios of classroom silence（P=0.062）. Conclusion There are differences in the specific behavior rates of teacher’s speech,students’ speech and technical behaviors between the traditional classroom and the flipped classroom teaching,while the proportion of classroom silence in the flipped classroom and the traditional classroom teaching is not different.
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