“Flipped + experience” classroom——teaching innovation and practice of college students' mental health

doi:10.3969/j.issn.2096-045X.2020.02.018

Abstract

Abstract: We discusse the theoretical basis, teaching design and teaching effect of “flipping+experiencing” teaching in the course of college students’ mental health. Class 1 and 2 of Grade 2019 clinical major of Institute of Medicine and Nursing were taught by traditional teaching method, and Class 3 and 4 topic 2 ～ 3 by “flipping + experience” method. Both teaching effects were compared by questionnaire, interview, course consultant evaluation. The results showed that the experimental group was significantly higher than the control group (P<0.001) in the six dimensions of goal recognition, goal achievement, overall satisfaction, learning benefit, life transfer and extra-curricular input (P<0.001). The advantages of “flipped+experience” teaching were manifest, and the teaching effect better than traditional teaching method, achieving the goal of optimizing teaching links and improving teaching quality.

Key words: flipped classroom , experience teaching , college students’ mental health , teaching innovation

CLC Number:

G420

Shen Quanwei , Zhang Dandan , Yin Lei , Wang Yuzhong. “Flipped + experience” classroom——teaching innovation and practice of college students' mental health[J]. Medical Education Management, 2020, 6(2): 172-178.

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“Flipped + experience” classroom——teaching innovation and practice of college students' mental health

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