RESUMEN
Objective To study on the application value of flipped classroom and PBL in the teaching process of sanitary chemistry experiment. Methods 112 students studied in School of Public Health in Nanchang University were considered as research subjects, including Preventive Medicine grade 2014 class 1 (observation group, n=57) and class 2 (control group, n=55). The students were taught with flipped classroom model in the control group , while flipped classroom combined with PBL was applied in the observation group. The learning effect of the two groups was evaluated by using the form of "Richter score scale"in the self-made form. The data was input using Epidata 3.0 and processed by SPSS 18.0, and it was analyzed by t test and 2 test. Results The evaluation index scores (learning attitude, ability improvement, learning cooperation, professional quality improvement) in the observation group were significantly higher than that of thecontrol group (P<0.05). Besides, the final test scores were also significantly higher in the observation group than those in control group [(83.56 ±10.81) vs. (69.37 ±10.45), t=7.059, P=0.000]. Conclusion Combining flipped classroom with PBL in the teaching process of sanitary chemistry experiment for the students majored in Preventive Medicine not only improves students' exam results, but also helps students improve their learning attitude, learning ability, professional quality and so on. Therefore, the teaching method is worthy of wider application.
RESUMEN
This study explores the teaching effect on theoretical-experimental integrationteaching reform in sanitary chemistry experiment. We carry out various kinds of teaching method in sanitary chemistry experiment by aspects such as theoretical and experimental course package arrange-ment, the module integration of theory and experiment. The practice shows thattheoretical-experimen-tal integration teaching reform practice can improve the quality of sanitary chemistry experiment teaching and cultivate students' comprehensive quality.
RESUMEN
Compared with the stiff traditional teaching mode,the application of problem-based learning(PBL)mode to education reform in sanitary chemistry owns great advantages of stimulating study-motive formation and improving practical ability.In practice,problem design,self-study guidance,proposal implement and feedback should be involved in the whole procedure.
RESUMEN
The academic teaching quality and experimental teaching quality of sanitary chemistry will be improved,through enriching the teacher with specialized knowledge and cultivating the creative ability of thacher and updating the teaching methods.