The application and research teaching mode of TPACK in the teaching of biochemistry

• DOI: 10.3760/cma.j.issn.2095-1485.2017.02.012
• Publication Date: 2017-02-20
• Authors: Han Gao; Chunjing Zhang; Shuyan Li; Qi Wu
• Keywords: Flipped Classroom

Objective To discuss the effect of teaching mode technological pedagogical and content knowledge in biochemistry theory teaching.

Methods 400 students 8 classes clinical medicine undergraduate Grade 2013 were selected randomly divided into 2 groups. The traditional was applied control group 198 1-4 classes, while experimental 202 5-8 classes. 385 medical undergraduates 2014 189 adopted mode, 196 which used micro-lesson network platform as learning resource superior to flipped classroom. Flipped classroom two major links: extracurricular self-study class digestion. Through presented learners. Learners could make according their own specific circumstances many activities increased such mutual cooperation between students, students' PPT teaching, questions discussion, interaction teachers etc. results examinations terms same profession questionnaire analyzed. related data processed by SPSS 15.0, groups compared t test.

Results The test scores analysis showed that individual [(17.94±2.02) vs. (12.28±4.17)], [(18.21±1.78) (12.45±5.13)], obviously higher than group, there statistical significance. final exam [(78.28±11.18) (68.65±12.51)], [(81.73±9.12) (74.41±11.87)], survey thought aroused study interests 393 (93.7%), developed ability 357 (89.7%), beneficial cultivating solving problems.

Conclusion The is certain signifi-cance break plight inspire interest learning, improve quality biochemistry, for teachers' professional development.

Key words: Technological knowledge; Micro-lesson; Flipped