BOPPPS模型的参与程度对本科生医学英语学习兴趣的影响分析

Impact of different degrees of participatory learning in BOPPPS teaching model on undergraduate students' interest in learning medical English

摘要

目的　研究不同参与式学习程度的BOPPPS模型教学对本科生医学英语学习兴趣的影响。方法　设计两套BOPPPS模型教案A套和B套，在导入（bridge-in）、目标（objective）、提前评估（pre-assessment）、课后评估（post-assessment）和总结（summary）这5个阶段设计相同，在参与式学习（participatory learning）阶段区别设计，分别采用6种和3种参与学习方式，对同一班级学生的两次授课后进行问卷调查。结果　A套和B套教案授课后分别收回问卷40份和36份，相比于A套教学，B套教学的学生感兴趣人数比例更高（72.2% vs 45.0%，P<0.05）；对授课老师总体评分≥4分的学生比例更多（83.3% vs 60.0%，P<0.05）；掌握授课内容≥60%的学生比例增加，但差异没有统计学意义（55.5% vs 35.0%，P>0.05）。结论　医学英语课堂教学中采用适度参与形式的BOPPPS模型可以提升医学生的学习兴趣。

Abstract

Objective　To investigate the impact of BOPPPS (bridge-in; objective; pre-assessment; participatory learning; post-assessment; summary) teaching method with different degrees of participatory learning on undergraduate students' interest in learning medical English.Methods　Two sets of medical English teaching plans A and B, using BOPPPS teaching method with 6 or 3 different participatory learning patterns were carried out respectively in the different classes with the same group of students. The plan A and B were designed in the same way in the stages of bridge-in, objective, pre-assessment, post-assessment, and summary, but different in the stage of participatory learning. The survey was conducted online immediately after each class teaching, with contents covering the undergraduates' interest in learning, evaluations about the teacher, and mastered knowledge percentage of class teaching.Results　Forty and 36 questionnaires were received after the set of A and B BOPPPS teaching respectively. Compared to set A, in set B, students interested in medical English learning were more significant (72.2% vs. 45.0%, P<0.05); students giving an evaluation scale of ≥4 about the teacher increased markedly ( 83.3% vs. 60.0%, P<0.05); The students mastered 60% of teaching content or more increased(55.5% vs. 35.0%, P>0.05), although there was no significant difference between the two groups.Conclusion　The BOPPPS teaching method with moderate participatory learning improves undergraduate students' interest in learning medical English.

关键词

BOPPPS模型 / 参与式学习 / 医学英语 / 教学效果 / 学习兴趣

Key words

BOPPPS teaching method / participatory learning / medical English / teaching effectiveness / interest in learning