A Study On Teacher-student Interaction And Teaching Effect In Flipped Classroom For Nursing Students

Objective: By analyzing the characteristics of teachers’ behavior,students’ behavior and teacher-student interaction behavior in flipped classroom and traditional classroom for nursing major students,to find out the shortcomings of classroom behavior and put forward suggestions for improvement;At the same time,the influence of flipped classroom and traditional classroom on students’ autonomous learning ability and learning investment is compared and analyzed,in order to find out behavioral strategies to promote students’ deep learning,and provide reference for future flipped classroom teaching to promote deep learning.Methods:Method 1: Two flipped classes(nursing ethics,internal medicine nursing)of2018 undergraduate nursing students and one traditional class of internal medicine nursing of 2017 undergraduate nursing students were selected as the research object by the method of convenience sampling.The three classes were recorded by digital devices,and then these videos were imported into Nvivo11.0 software to analyze the class behavior with the behavior coding system.Method 2: :In the teaching of Internal Medicine Nursing in the undergraduate nursing major of Nanchang University,the students of the grade of 2017 who have implemented traditional classroom teaching are selected as the control group(n=45),and the students of the grade of 2018 who have implemented flipped classroom teaching are selected as the experimental group(n=54).The influence of traditional classroom and flipped classroom on teaching effect was analyzed by using USES-S and nursing students’ autonomous learning ability survey scale.Method 3: Interview some teachers and students who have implemented flipped classroom teaching,and analyze their experiences and suggestions on flipped classroom teaching.Results:1.There were differences in the ratio of teacher speech,student speech,technical behavior and non-verbal or technical behavior between flipped classroom and traditional classroom in internal nursing(P < 0.05).There were differences in the ratio of teacher speech,student speech,technical behavior and non-verbal or technical behavior in flipped classroom of internal nursing and flipped classroom of nursing ethics(P < 0.05).2.The scores of students’ autonomous learning ability before flipped classroom and traditional classroom teaching were(71.55±9.509)and(69.80±9.310),respectively,with no statistical significance(P > 0.05);The scores of students’ learning input before flipped classroom and traditional classroom were(62.37±8.948)and(63.11±13.934),respectively,and the difference was not statistically significant(P > 0.05).3.The scores of students’ autonomous learning ability after flipped classroom and traditional classroom teaching were(76.06±10.864)points and(71.82±8.721)points respectively,with statistical significance(P < 0.05);The scores of learning input after flipped classroom and traditional classroom teaching were(77.80±11.006)and(62.77±8.037),respectively,and the difference was statistically significant(P <0.05).4.There were statistically significant differences in scores of independent learning and learning input before and after flipped classroom teaching(P < 0.05),while there were no statistically significant differences in scores of independent learning and learning input before and after traditional classroom teaching(P > 0.05).5.Both teachers and students are satisfied with the teaching effect of flipped classroom teaching,believing that it can increase students’ autonomy and enthusiasm;And improve students’ communication skills and the ability to analyze and solve problems;It can also help students consolidate their knowledge and expand their thinking.Conclusion:1.In terms of classroom behavior ratio distribution,flipped classroom is more active in teacher-student interaction than traditional classroom;The proportion of teachers’ and students’ speech acts in class is more even.In both classes,teachers lack the behavior of guiding students to participate in the discussion.The teacher leaves room for improvement in questioning.2.Teachers ask questions,students answer questions,students discuss and think these behaviors can promote students’ deep learning.3.Flipped classroom teaching can improve nursing students’ abilities of independent learning,searching for information,communication,logical thinking,verbal expression,and increase their learning investment,but the design of classroom teaching activities needs to be improved.