| ObjectiveThe purpose of this study is to explore the application effect of BOPPPS teaching based on the classroom school platform in the surgical nursing of secondary vocational students.By analyzing and comparing the influence of the BOPPPS teaching mode based on the classroom school platform and the traditional classroom teaching mode on students’ self-directed learning ability,learning input and academic self-efficacy,it is hoped to find out the behavioral strategies to promote students’ in-depth learning and provide effective teaching mode reform in the future.It also aims to provide reference basis to improve teaching effect and promote students to learn effectively.MethodsThis research is a quasi-experimental research.The secondary vocational nursing students of Tengzhou Vocational Education Center were selected by cluster random sampling,among which the students registered in 2017 were used as the control group(n=81)to implement the traditional classroom teaching mode,and the students registered in 2018 were used as the experimental group(n=80)to implement the classroom-based teaching method.The teaching mode of the school platform BOPPPS was used to investigate the two groups of students by applying the Self-Directed Learning Assessment Scale,the Learning Engagement Scale,and the Academic Self-efficacy Scale.SPSS25.0data analysis software was used for data entry and statistical analysis.The count data were expressed as frequency and composition ratio(%),and the measurement data were expressed as`c±S;Differences were compared;independent samples t-test was used to analyze the influence of traditional classroom teaching mode and teaching mode based on classroom school platform BOPPPS on teaching effect.Results1.Before the teaching intervention,the scores of self-directed learning ability of the two groups were(195.049±26.351)and(196.425±28.765)respectively,and the difference was not statistically significant(t=0.316,P>0.05);The scores of learning input were(72.901±11.721)and(73.275±11.882)respectively,and there was no significant difference(t=0.201,P>0.05);The scores of academic self-efficacy were(62.074±14.388)and(62.237±12.936),respectively,and there was no significant difference(t=0.076,P>0.05).2.After the teaching intervention,the scores of self-directed learning ability of the two groups were(198.185±18.445)and(220.525±13.254)respectively,and the difference was statistically significant(t=8.833,P<0.05);The scores of learning input were(73.716±10.822)and(81.400±9.504)respectively,and the difference was statistically significant(t=4.789,P<0.05);The scores of academic self-efficacy were(62.432±12.602)and(69.037±11.007)respectively,and the difference was statistically significant(t=3.541,P<0.05).3.The t-test results showed that there were statistically significant differences in the scores of self-directed learning ability,learning engagement and academic self-efficacy of the students in the intervention group before and after the teaching intervention(P<0.05).There was no significant difference in the scores of self-directed learning ability,learning engagement and academic self-efficacy of the control group before and after the teaching intervention(P>0.05)4.After the teaching intervention,the theoretical examination scores of the two groups were(82.140±6.451)and(85.610±5.278)respectively,and the difference was statistically significant(t=3.740,P<0.05);The scores of operation skill examination were(361.940±6.212)and(367.550±5.759)respectively,and the difference was statistically significant(t=5.943,P<0.05).ConclusionsBased on the classroom school platform,BOPPPS teaching mode can improve the self-directed learning ability of secondary vocational students and increase their learning input in the teaching of "Surgical Nursing" course.It can further promote their improvement of academic self-efficacy,improve the academic performance,stimulate autonomous learning,strengthen cooperative communication,and promote selfrealization,which can significantly improve the teaching effect. |
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