体医融合背景下基于对分课堂模式的运动康复治疗技术课社协同教学改革效果

doi:10.3969/j.issn.1006-9771.2026.04.012

《中国康复理论与实践》 ›› 2026, Vol. 32 ›› Issue (4): 482-487.doi: 10.3969/j.issn.1006-9771.2026.04.012

体医融合背景下基于对分课堂模式的运动康复治疗技术课社协同教学改革效果

刘华, 李静, 王丽媛, 马欣, 王丽()

首都体育学院，北京市 100191

收稿日期:2026-01-12 修回日期:2026-03-17 出版日期:2026-04-25 发布日期:2026-05-06
通讯作者: 王丽，E-mail： wangli@cupes.edu.cn
作者简介:刘华(1978-)，女，汉族，湖北武穴市人，博士，教授，硕士研究生导师，主要研究方向：运动康复，运动与认知。
基金资助:
内涵发展-市级教育"本科教学改革创新项目"(145125007/035);首都体育学院研究生教学改革项目(285125001);北京社会科学基金项目(24YTB018)

Application of presentation-assimilation-discussion-based classroom-community collaborative teaching in sports rehabilitation therapy under sports-medicine integration

LIU Hua, LI Jing, WANG Liyuan, MA Xin, WANG Li()

Capital University of Physical Education and Sports, Beijing 100191, China

Received:2026-01-12 Revised:2026-03-17 Published:2026-04-25 Online:2026-05-06
Contact: WANG Li, E-mail: wangli@cupes.edu.cn
Supported by:
Connotative Development-Municipal Undergraduate Teaching Reform and Innovation Project(145125007/035);Capital University of Physical Education and Sports Postgraduate Education Reform Project(285125001);Beijing Social Science Fund Project(24YTB018)

摘要/Abstract

摘要：

目的探讨在体医融合背景下，将对分课堂(PAD)教学模式与课社协同实践相结合应用于运动康复治疗技术课程教学的效果。

方法 2024年2月至2025年6月，选取首都体育学院2022级运动康复学本科生46名，随机分为对照组(n = 23)和试验组(n = 23)。对照组采用传统讲授结合实验室操作练习的教学方式，试验组实施基于PAD课堂结构的课社联动教学模式。比较两组课程结束后的操作考核优秀率、Bloom认知分类高阶维度达成情况、真实案例康复场景转化能力和教学满意度。

结果学期末试验组操作考核优秀率为60.87%，明显高于对照组的21.74% (χ² = 7.725, P < 0.01)；Bloom认知分类的分析、评价、创造维度分均高于对照组(t > 8.490, P < 0.001)；真实案例康复场景转化能力(t > 3.873, P < 0.001)和教学满意度(χ² = 8.576, P = 0.003)明显优于对照组。

结论基于PAD课堂结构的课社联动教学模式能够有效促进运动康复专业学生操作技能、高阶认知能力和实践应用能力的提升。

关键词: 运动康复治疗技术, 对分课堂, 课社联动, 体医融合, 教学改革

Abstract:

Objective To explore the effect of presentation-assimilation-discussion (PAD) classroom model-based classroom-community collaborative teaching on course of sports rehabilitation therapy under the background of sports-medicine integration.

Methods From Febrary, 2024 to June, 2025, a total of 46 undergraduate students majoring in sports rehabilitation (Grade 2022, Capital University of Physical Education and Sports) were randomly divided into control group (n = 23) and experimental group (n = 23). The control group received routine lectures combined with laboratory practice, while the experimental group was taught using a classroom-community collaborative teaching based on PAD classroom structure. The two groups were compared in terms of excellent rate in practical assessment, achievement in higher-order dimensions of Bloom's Taxonomy, real-case rehabilitation scenario transformation ability and teaching satisfaction at the end of the semester.

Results At the end of the semester, the excellent rate in practical assessment was 60.87% in the experimental group, higher than 21.74% in the control group (χ² = 7.725, P< 0.05), while the scores in the analyse, evaluation and creation dimensions of Bloom's Taxonomy were significantly higher (t > 8.490, P< 0.001), real-case rehabilitation scenario transformation ability was better (t > 3.873, P< 0.001) and teaching satisfaction was higher (χ² = 8.576, P =0.003).

Conclusion PAD-based classroom-community collaborative teaching can effectively improve practical skills, higher-order cognitive abilities and practical application abilities among students majoring in sports rehabilitation.

Key words: sports rehabilitation therapy, presentation-assimilation-discussion classroom, classroom-community collaboration, sports-medicine integration, teaching reform

中图分类号:

R49-4

刘华, 李静, 王丽媛, 马欣, 王丽. 体医融合背景下基于对分课堂模式的运动康复治疗技术课社协同教学改革效果[J]. 《中国康复理论与实践》, 2026, 32(4): 482-487.

LIU Hua, LI Jing, WANG Liyuan, MA Xin, WANG Li. Application of presentation-assimilation-discussion-based classroom-community collaborative teaching in sports rehabilitation therapy under sports-medicine integration[J]. Chinese Journal of Rehabilitation Theory and Practice, 2026, 32(4): 482-487.

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组别	n	性别(男/女)/n	年龄/岁
对照组	23	10/13	20.19±0.72
试验组	23	11/12	20.32±0.56
χ²/t值		0.088	0.691
P值		0.767	0.493

PAD阶段	校内环节	社团/社区延伸环节	能力维度
精讲阶段(8学时)	教师讲授核心理论、演示标准操作，邀请临床康复治疗师线上分享真实病例应用场景	无	技术规范、知识整合
内化阶段(24学时)	学生通过虚拟仿真课件、操作视频开展自主练习，完成模拟病例操作并录制视频；小组内交叉互评	调研社团/社区患者康复需求，撰写调研报告	自主学习、问题发现
讨论阶段(32学时)	课堂开展模拟病例视频分析、操作难点研讨，教师针对性答疑；基于改良DOPS量表开展同伴互评	组织社区案例研讨会，分享实战经验，临床专家现场点评	临床应变、团队协作

体医融合背景下基于对分课堂模式的运动康复治疗技术课社协同教学改革效果

Application of presentation-assimilation-discussion-based classroom-community collaborative teaching in sports rehabilitation therapy under sports-medicine integration

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维度	组别	n	$\stackrel{-}{x}\pm s$	t值	P值
技术规范	对照组	23	14.65±0.97	5.892	< 0.001
	试验组	23	16.15±0.72
临床决策	对照组	23	15.22±1.20	5.776	< 0.001
	试验组	23	17.04±0.89
风险防控	对照组	23	14.78±1.08	6.118	< 0.001
	试验组	23	16.48±0.79
人文关怀	对照组	23	14.39±0.91	6.452	< 0.001
	试验组	23	16.02±0.78
沟通能力	对照组	23	14.48±0.82	6.751	< 0.001
	试验组	23	15.89±0.61
总分	对照组	23	73.09±4.87	6.118	< 0.001
	试验组	23	81.22±4.12

维度	组别	n	$\stackrel{-}{x}\pm s$	t值	P值
分析	对照组	23	1.91±0.16	8.490	< 0.001
	试验组	23	2.30±0.14
评价	对照组	23	1.83±0.15	8.500	< 0.001
	试验组	23	2.22±0.16
创造	对照组	23	1.74±0.17	10.468	< 0.001
	试验组	23	2.23±0.15
总分	对照组	23	5.48±0.41	10.450	< 0.001
	试验组	23	6.74±0.40

案例类型	变量	组别	n	$\stackrel{-}{x}\pm s$	t值	P值
运动损伤预防与康复	康复方案设计适配性	对照组	23	32.55±2.44	3.873	< 0.001
		试验组	23	35.40±2.55
	实操应用有效性	对照组	23	30.84±2.44	5.789	< 0.001
		试验组	23	35.10 ±2.55
	总分	对照组	23	63.39±4.88	5.682	< 0.001
		试验组	23	71.50±5.10
慢性病预防与康复	康复方案设计适配性	对照组	23	32.20±2.34	4.293	< 0.001
		试验组	23	35.15±2.32
	实操应用有效性	对照组	23	31.67±2.34	5.849	< 0.001
		试验组	23	35.68±2.31
	总分	对照组	23	62.87±4.68	4.872	< 0.001
		试验组	23	70.83±4.63
老年康复	康复方案设计适配性	对照组	23	32.57±2.24	3.924	< 0.001
		试验组	23	35.25±2.39
	实操应用有效性	对照组	23	32.56±2.25	4.602	< 0.001
		试验组	23	35.71±2.39
	总分	对照组	23	63.13±4.49	5.143	< 0.001
		试验组	23	70.96±4.78

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