摘要目的 评估基于移动学习的师生一体化双语教学的初步效果.方法 采用问卷调查方法.选择天津中医药大学护理学院2014级四年制护理学专业(涉外护理方向)54名学生为研究对象,在急危重症护理学课程部分内容中实施基于移动学习的师生一体化双语教学.授课前后,采用一般资料调查问卷、学习过程评价问卷以及跨文化能力自评量表对教学效果进行评价,并采用目的抽样方法选取6名学生进行教学访谈.结果 学生学习态度方面:81. 5% (44/54)的学生对课程表示满意, 61. 1%(33/54)的学生表示授课后对于急危重症护理学的学习兴趣增加,57. 4%(31/54)的学生表示授课后对于英语的学习兴趣增加.学生学习过程方面:59. 3%( 32/54)的学生认为最重要的学习资料是蓝墨云平台的双语课件,59. 3%(32/54)的学生需要1小时～2小时进行课前预习和课后复习.学生跨文化能力方面:外国文化知识维度在授课前得分( 16. 47±5. 82)分,授课后得分( 18. 91±5. 66)分,其差异具有统计学意义(t=-2. 18,P＜0. 05).结论 基于移动学习的师生一体化双语教学适用性较好,能够提高学生对双语学习的参与度,提高学生学习的满意度和学习兴趣.

abstractsObjective To assess the effect and student’s experience of the integration of teacher and students in bilingual teaching based on mobile learning. Methods Design the integration of teacher and students in bilingual teaching based on mobile learning, and then implement it in 54 undergraduate nursing students of 2014 grade at Tianjin University of Traditional Chinese Medicine. Before and after the course, the learning outcomes were evaluacted by using general questionnaires, learning process questionnaires and intercultural competence evaluation scale. An interview was also implemented to explore the learning experience of 6 students by purposive sampling. Results The student’s satisfaction about this course was 81. 5%(44/54), and 61. 1% (33/54) students were interested for English are increased, 57. 4% ( 31/54) students were interested in emergency and critical nursing. There were 59. 3%(32/54) students who thought the important learning materials were the bilingual courseware of blue ink cloud platform, and there were 59. 3%(32/54)students need 1h～2h prepare and preview. As for the students’transcultural ability, the score in foreign culture knowledge dimension was(16. 47±5. 82) before the course and(18. 91±5. 66) after. There was statistically significant difference (t=-2. 18,P＜0. 05) . Conclusions The integration of teacher and students in bilingual teaching based on mobile learning can improve students’ satisfaction,active attendance and learning interest.