School of Physical Education, Liaoning Normal University, Liaoning, Dalian 116029, China.
Department of Physical Education, Harbin Engineering University, Heilongjiang, Haerbin 150001, China.
J Healthc Eng. 2022 Mar 8;2022:4190668. doi: 10.1155/2022/4190668. eCollection 2022.
In this paper, we are going to analyze the influence of mixed teaching mode on the teaching effect of psychology students' experiment courses in higher vocational colleges. To realize and verify these claims, 80 psychology students of grade 2020 in our school were selected for observation. Class 1 of the psychology major in our school was randomly selected as the observation group ( = 40) and Class 2 as the control group ( = 40). The mixed teaching mode and the traditional teaching mode were adopted, respectively. After intervention, the experimental examination results, experimental report score, general evaluation results of the experiment, and experimental pass rate of the observation group were higher than those before intervention ( < 0.05). The control group had no significant change before and after intervention ( > 0.05). The experimental examination results, experimental report score, general evaluation results of the experiment, and experimental pass rate of the observation group were all higher than those of the control group, with statistical significance ( < 0.05). The results show that in the observation group, 92.50% of the students believed that the mixed teaching mode could arouse the enthusiasm for learning and improve the activity of the experimental class. 97.50% of the students thought that the mixed teaching mode could stimulate students' interest in learning and improve the ability of experimental operation. 100.00% of the students thought the mixed teaching mode could be helpful in understanding the experimental. The evaluation result of the teaching mode was significantly higher than that of the control group, and the comparison result was statistically significant ( < 0.05). After receiving the mixed teaching mode, the observation group had a higher satisfaction with the teaching effect, with a satisfaction rate of 95.00%. The control group had low satisfaction with the teaching effect, with a satisfaction rate of 52.50%, and the difference was statistically significant ( < 0.05). Through the application of the mixed teaching mode combining online and offline, psychology students in higher vocational colleges can achieve better learning results and improve students' evaluation and satisfaction of teaching effect of the mixed teaching mode of psychology experiment teaching mode in higher vocational colleges.
在本文中，我们将分析混合教学模式对高职院校心理学专业学生实验课程教学效果的影响。为了实现和验证这些说法，选择了我校 2020 级 80 名心理学专业学生进行观察。我校心理学专业一班被随机选为观察组（ = 40），二班为对照组（ = 40）。分别采用混合教学模式和传统教学模式。干预后，观察组的实验考试成绩、实验报告成绩、实验综合评价结果和实验通过率均高于干预前（ < 0.05）。对照组干预前后无明显变化（ > 0.05）。观察组的实验考试成绩、实验报告成绩、实验综合评价结果和实验通过率均高于对照组，差异有统计学意义（ < 0.05）。结果表明，在观察组中，92.50%的学生认为混合教学模式能够激发学习热情，提高实验课的活跃度。97.50%的学生认为混合教学模式能够激发学生学习兴趣，提高实验操作能力。100.00%的学生认为混合教学模式有助于理解实验。教学模式评价结果明显高于对照组，比较结果有统计学意义（ < 0.05）。观察组接受混合教学模式后，对教学效果的满意度较高，满意度为 95.00%。对照组对教学效果满意度低，满意度为 52.50%，差异有统计学意义（ < 0.05）。通过线上线下相结合的混合教学模式应用，高职院校心理学专业学生可以取得更好的学习效果，提高学生对高职院校心理学实验教学模式混合教学模式教学效果的评价和满意度。
