Résumé
In the internet era, massive online open course (MOOC) provides a new research idea and direction for educational reform. The course of biochemistry has the characteristics of many miscellaneous knowledge points, and emphasis on theoretical studies. To overcome students' low interest in learning, the author designed an online and offline hybrid teaching mode based on the BOPPPS teaching method, and carried out the practice in the biochemistry classroom. The situational cases in BOPPPS stimulated the students' interest in learning, and the progressive classroom exercises expanded their horizon. The results show that compared with the students who have experienced blended learning, the depth of knowledge understanding of the experimental group is significantly better than that of the control group, and there is also a significant difference in learning effect (P<0.05). The average score of the experimental group (81. 13) was about 5 points higher than that of the control group (76. 21). The results of the questionnaire survey show that compared with the traditional teaching mode, students are more willing to accept the new teaching mode, and are willing to support the continuation of the teaching mode in the future semesters. Students believe that they can learn more from the new teaching mode than the traditional teaching mode. Moreover, the new teaching mode also promotes teamwork ability, improves students' interest in learning, and students are willing to spend a longer time preparing for the class independently before class. In sum, this method stimulates students' initiative in learning and promotes students to learn better.
Résumé
Objective@#To explore the application and effect of blended BOPPPS teaching mode in medical nursing teaching.@*Methods@#A total of 80 nursing undergraduates of Grade 2014 in Hubei Medical University were divided randomly into teaching reform class and control class, with 40 students in each class. From February 2017 to July 2017, BOPPPS teaching was implemented in the teaching reform class, while traditional teaching was conducted in the control class. At the end of the experiment, Students in the two classes had questionnaire on the satisfaction of the teaching design, tests for self-learning ability and medical nursing level. SPSS 20.0 software was used for statistical analysis. Enumeration data between two classes were compared by chi-square test, while measurement data were compared by t test.@*Results@#①The number of students who were satisfied in the teaching reform class was 34 (85.0%), which was significantly higher than that of the control class (29, 72.5%). The difference has statistical significance. ② The self-learning dimensions and total score of the teaching reform class were (53.1±5.1), (52.4±4.8), (52.2±4.7), (51.9±4.7), (51.2±4.9) and (260.8±24.2), respectively, which were significantly higher than (48.6±4.3),(49.9±4.3), (49.7±4.1), (47.6±4.0), (47.1±3.9), and (242.9±20.6) of the control class. The differences were statistically significant (average P<0.05 or 0.01). ③The total scores (minutes) for regular assessments, theoretical examinations, and internal medicine education in the reform class were (26.1±2.3), (55.4±5.2), and (81.5±7.5) respectively, which was obviously higher than that(23.7±1.9), (52.6±4.6), (76.3±6.5) of the control class. The differences were statistically significant (average P<0.05 or 0.01).@*Conclusions@#The blended BOPPPS teaching focuses on the students, pays close attention to the students' attentiveness, participatory learning and goal achievement. This teaching model can improve students' satisfaction, self-learning ability and medical nursing study in a large extent.
Résumé
Objective To explore the application and effect of blended BOPPPS teaching mode in medical nursing teaching. Methods A total of 80 nursing undergraduates of Grade 2014 in Hubei Medical University were divided randomly into teaching reform class and control class, with 40 students in each class. From February 2017 to July 2017, BOPPPS teaching was implemented in the teaching reform class, while traditional teaching was conducted in the control class. At the end of the experiment, Students in the two classes had questionnaire on the satisfaction of the teaching design, tests for self-learning ability and medical nursing level. SPSS 20.0 software was used for statistical analysis. Enumeration data between two classes were compared by chi-square test, while measurement data were compared by t test. Results①The number of students who were satisfied in the teaching reform class was 34 (85.0％), which was significantly higher than that of the control class (29, 72.5％). The difference has statistical significance.②The self-learning dimensions and total score of the teaching reform class were (53.1±5.1), (52.4±4.8), (52.2±4.7), (51.9±4.7), (51.2±4.9) and (260.8±24.2), respectively, which were significantly higher than (48.6±4.3), (49.9±4.3), (49.7±4.1), (47.6±4.0), (47.1±3.9), and (242.9±20.6) of the control class. The differences were statistically significant (average P<0.05 or 0.01). ③The total scores (minutes) for regular assessments, theoretical examinations, and internal medicine education in the reform class were (26.1±2.3), (55.4 ±5.2), and (81.5 ±7.5) respectively, which was obviously higher than that (23.7 ±1.9), (52.6 ±4.6), (76.3±6.5) of the control class. The differences were statistically significant (average P<0.05 or 0.01). Conclusions The blended BOPPPS teaching focuses on the students , pays close attention to the students' attentiveness , participatory learning and goal achievement . This teaching model can improve students' satisfaction, self-learning ability and medical nursing study in a large extent.
Résumé
Introducción: El abuso sexual infantil o infanto-juvenil (ASI) es una forma de violencia a la infancia. Es toda acción que involucre a una niña o niño en una actividad de naturaleza sexual o erotizada, que no puede comprender totalmente ni está preparada para realizar o no puede consentir libremente. Es el 21% de las causales de ingreso a Programas de Protección de Derechos. Objetivo general: Promover el autocuidado de la integridad sexual en niños y niñas de 5 años del Colegio San Rafael de la comuna Lo Barnechea a través de la simbolización mediante obra de títeres. Metodología: Grupo de trabajo entre internos y equipo psicosocial de CESFAM: Planteamiento de la realidad del sector y comparación con la realidad nacional. Se diseña función de títeres basada en la simbología, articipación público, mediante diálogos pregunta-respuesta y el aprendizaje experiencial. Conclusión: Durante las actividades se verificó mediante la interacción títere-niños/as que los menores rápidamente incorporan el conocimiento sobre sí mismo y sus cuerpos. El análisis de resultados no nos permite cuantificar el impacto o aprendizaje posterior a la realización de la obra.
Child sexual abuse or child-juvenile abuse (ASI) is a form of violence against children. This is any action that involves a girl or boy in an activity of a sexual or erotic nature, who cannot fully understand or is prepared to perform or cannot consent freely. It is 21% of the grounds for admission to Rights Protection Programs. Course objective: Promote the self-care of sexual integrity in 5-year-old boys and girls of the San Rafael School in the commune of Lo Barnechea through symbolization through puppet work. Methodology: Working group between inmates and psychosocial team of CESFAM: Approach of the reality of the sector and comparison with the national reality. The puppet show is designed based on symbology, public participation, through question-answer dialogues and experiential learning. Conclusion: During the activities it was verified through puppet-children interaction that the children quickly incorporate knowledge about themselves and their bodies. The analysis of results does not allow us to quantify the impact or learning after the completion of the work.