Research Progress Of Blended Teaching Based On Intelligent Teaching Platform

Objective:Under the guidance of the syllabus and curriculum standard of internal medicine nursing in higher vocational education,guided by the syllabus of national nurse qualification examination,this research builds the online teaching resource database of internal medicine nursing based on the intelligent teaching platform,designs the specific scheme of blended teaching,and applies it to the course of Internal Medicine nursing,so as to build personality and fragmented learning for the nursing students in higher vocational education The effective wisdom platform of self-learning,explore the effect difference between hybrid teaching and traditional classroom teaching,in order to improve the learning effect and self-learning ability of Nursing College Students.Method:(1)Preparation stage: the teaching team of internal medicine nursing course was set up,and the specific design scheme of blended teaching was worked out through expert consultation and discussion of teaching team.Relying on the intelligent teaching platform to create courses,make course resources and upload them to the intelligent teaching platform.(2)Implementation stage: in this study,according to the inclusion and exclusion criteria,eight classes of 2018 nursing major in a college nursing department were numbered.Based on the class,two classes were selected as the experimental group and the control group A by the method of cluster sampling.The experimental group carried out mixed teaching,while the traditional teaching was used for the control group.In addition,among the four classes of 2017 nursing major that the same teacher has completed the course of internal medicine nursing through traditional teaching,one class was selected as the control group B by the method of cluster sampling,and the difference was compared with the experimental group.The evaluation indexes include: independent learning ability of nursing college students,online teaching evaluation of students,mixed teaching satisfaction,final results,whether there are differences in the scores of the comparative study objects,and evaluation of the intervention effect.Result:(1)Before the implementation of the blended teaching,there was no significant difference between the experimental group and the control group A and B in terms of age,gender,registered permanent residence location,filling in the application form,whether to be a student cadre or not,and the average score of the freshman course(P>0.05),which was comparable.(2)Before the implementation of the blended teaching,the total scores of autonomous learning ability,learning motivation,self-management ability,learning cooperation ability and information quality of the experimental group were 97.36 ± 9.06 points,32.91 ± 3.68 points,28.98 ± 3.58 points,16.62 ± 1.74 points and 18.85 ± 1.96 points,respectively;the total scores of autonomous learning ability,learning motivation,self-management ability and learning cooperation ability of group A were compared The scores of four dimensions of information quality were 94.82 ± 8.69,32.12 ± 3.61,27.96 ± 2.94,16.22 ± 1.79,18.52 ± 2.71,respectively.There was no significant difference between the experimental group and the control group(P>0.05).(3)The total scores of autonomous learning ability,learning motivation,self-management ability,learning cooperation ability and information quality in the experimental group were 104.30 ± 10.50,34.55 ± 4.16,30.38 ± 4.04,18.85 ± 2.22,20.51 ± 2.62,respectively;the total scores of autonomous learning ability,learning motivation,self-management ability and information quality in the control group A after traditional classroom teaching were 104.30 ± 10.50,34.55 ± 4.16,30.38 ± 4.04,18.85 ± 2.22,20.51 ± 2.62,respectively The scores of four dimensions of learning cooperation ability and information quality were 95.96 ± 9.69,31.72 ± 4.44,28.78 ± 4.24,16.20 ± 2.46,19.26 ± 2.07,respectively;the scores of four dimensions of learning motivation,self-management ability,learning cooperation ability and information quality in control group B were 94.04 ± 7.19,31.67 ± 3.10,28.73 ± 3.55 points,15.02 ± 1.18 points,18.63 ± 2.03 points;the difference was statistically significant(P<0.05)between the experimental group and the control group in the total scores of autonomous learning ability,learning motivation,self-management ability,learning cooperation ability and information quality(P<0.05).(4)The total score of autonomous learning ability,learning motivation,self-management ability,learning cooperation ability and information quality of the experimental group were compared with those of the pre teaching group,and the scores were significantly improved(P<0.05).There was no significant difference in the total scores of autonomous learning ability,learning motivation,self-management ability,learning cooperation ability and information quality between the two groups(P>0.05).(5)After the blended teaching,the total score of the final theoretical examination in the experimental group and the control group A and B was 72.53 ± 9.04,68.14 ± 10.28 and 68.50 ± 8.01 respectively;the total score of the final theoretical examination in the experimental group was higher than that in the control group A and B,and the difference was statistically significant(P<0.05).(6)Results of students' online teaching evaluation: at the end of the semester,three groups of students evaluated the course teachers on the educational administration platform.The average scores of 12 items in the experimental group and control group A and B were 19.3,18.7 and 18.3 respectively.The results showed that the mean value of each item and the total score of 12 items in the experimental group were higher than those in the control group A and B.(7)The students in the experimental group were investigated by the questionnaire of students' satisfaction in blended teaching.70.3% of the students approved the blended teaching mode highly and agreed to continue the mode in the next semester.In terms of learning function,83% of the students think that blended teaching is conducive to understanding and memorizing knowledge points,74.5% of the students think that the number of assignments in each chapter of the intelligent platform is moderate,78.7% of the students think that the teaching video duration is moderate,the explanations are organized,and the learning effect can be improved.78.8% of the students think that online platform is rich in learning resources,and the designed learning activities stimulate their interest in the course.In terms of curriculum assessment,70.2% of the students think that the means of curriculum assessment are diversified and the learning process is monitored dynamically.Conclusion:(1)In the era of educational information,students are more satisfied with the blended teaching based on the intelligent teaching platform,which meets the needs of students' fragmented learning,personalized learning and mobile learning,effectively stimulates students' interest in learning,cultivates students' independent learning ability,helps students to carry out in-depth learning,promotes knowledge internalization and improves learning effect.(2)Blended Teaching Based on intelligent teaching platform is an effective teaching method.Teachers can dynamically control students' learning situation and manage online and offline classes,optimize course management,enhance interaction between teachers and students,and improve students' participation in the course.(3)The application of the blended teaching based on the intelligent teaching platform in the course of internal medicine nursing in higher vocational education has achieved good results,which can be used as a reference to improve the independent learning ability and teaching effect of nursing college students.