移动微信+翻转课堂法在中医心理学教学中的应用

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Abstract Objective To observe the effect of Mobile WeChat+flipped classroom method in the teaching of traditional Chinese medicine psychology.Methods A total of 80 students majoring at clinical psychology from Hunan University of Chinese Medicine in 2014 were selected as object and they were divided into the the control and experimental groups(n=40)according to the random number method.The control group received traditional teaching methods,while the experimental group was given the modern teaching method of mobile WeChat combined with flipped classroom.The teaching quality between the two groups were compared.Results The results of the online test and video speaking in the experimental group were significantly higher than those in the control group(P<0.05).The scores of some items in the experimental group were significantly higher than those in the control group,including the liking degree to the teaching method,satisfactory degree to the teaching method,effect and efficiency of the study,improving the interesting and activity successfully,improving the ability of thinking independently successfully,promoting improving the ability of self-study and communicating in class,promoting improving the ability of analysing and solving problems,independence,flexibility and cooperation in class(P<0.05 or<0.01).There were no statistical difference in improving the ability of self-study and communicating successfully in class (P＞0.05).Conclusion The teaching method of Mobile WeChat+flipped classroom can improve the teaching quality in traditional Chinese medicine psychology.

Key words： Traditional Chinese medicine psychology Mobile WeChat Flipped classroom method Traditional teaching method

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	Articles by authors
	YANG Bo
	YANG Ping
	WANG Le-zhou

Cite this article:

YANG Bo,YANG Ping,WANG Le-zhou. Application of mobile WeChat+flipped classroom in the teaching of traditional chinese medicine psychology[J]. 中国当代医药, 2018, 25(12): 164-166转169.

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http://dangdaiyiyao.com/EN/ OR http://dangdaiyiyao.com/EN/Y2018/V25/I12/164

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