CAJ | 학술논문

目的：探讨互动网络教学针对护理专业学生的应用效果。方法选取湖北医药学院2011级护理系本科5个班级260名学生为研究对象，随机分为实验组和对照组，各130人。实验组在基础网络教学的基础上采用视频互动等通讯工具辅助教学，对照组采用单纯网络教学，应用调查问卷及考试评估教学效果。总体满意度计数资料采用χ2检验，考试成绩等计量资料采用t检验，P<0.05为差异有统计学意义。结果实验组的网络教学总体认可度为93.08%（121/130），高于对照组的63.08%（82/130）（χ2=10.140，P=0.000）；实验组学生对教学的生动度、同步引导性、教学资源共享度、实时解惑性、注意力集中、教学内容的记忆性方面满意度优于对照组。实验组考试平均成绩为（89.47±5.61）分，对照组为（85.25±5.49）分，差异有统计学意义（t=3.520，P=0.000）。结论采用视频互动的网络教学生动有趣、利于记忆、具备同步引导性、实时解惑性、教学资源共享性，可提高学生的学习成绩。
목적：탐토호동망락교학침대호리전업학생적응용효과。방법선취호북의약학원2011급호리계본과5개반급260명학생위연구대상，수궤분위실험조화대조조，각130인。실험조재기출망락교학적기출상채용시빈호동등통신공구보조교학，대조조채용단순망락교학，응용조사문권급고시평고교학효과。총체만의도계수자료채용χ2검험，고시성적등계량자료채용t검험，P<0.05위차이유통계학의의。결과실험조적망락교학총체인가도위93.08%（121/130），고우대조조적63.08%（82/130）（χ2=10.140，P=0.000）；실험조학생대교학적생동도、동보인도성、교학자원공향도、실시해혹성、주의력집중、교학내용적기억성방면만의도우우대조조。실험조고시평균성적위（89.47±5.61）분，대조조위（85.25±5.49）분，차이유통계학의의（t=3.520，P=0.000）。결론채용시빈호동적망락교학생동유취、리우기억、구비동보인도성、실시해혹성、교학자원공향성，가제고학생적학습성적。
Objective To investigate the teaching effect of interactive online teaching model in nursing teaching. Methods Five classes (260 undergraduates of 2011 grade) in Hubei University of Medicine were randomly divided into experimental group and control group, 130 undergraduates in each group. Web-based instructions were carried out in control group and video interactive communi-cation tools were performed as auxiliary teaching in experiment group. The application effect was as-sessed by questionnaire survey. The overall satisfaction survey results were statistically analyzed by Chi-Square test and exam scores were statistically analyzed by two sample t-test. P<0.05 signifies sta-tistically significant difference . Results The acceptance of teaching effectiveness in experimental group was 93.08%(121/130), which was higher than that of 63.08% (82/130) in experimental group (χ2=10.14, P=0.000). Vivid of teaching, synchronous guiding, teaching resources sharing, real-time answering ability and attention of student, memorization of teaching content in experimental group were all better than those in control group; the score of two groups were respectively (89.47 ± 5.61) and (85.25 ± 5.49), with statistical differences (t=3.520, P=0.000). Conclusions The interactive video network teaching mode is lively, interesting and mnemonic and has the functions of synchronous guiding, real-time answering, teaching resource sharing, which can improve scores of student.