Application and Effect Analysis of "Task-driven + Case 
Analysis" Blended Teaching in Children's Rehabilitation 
Course

Shuijing He; Yue Liu; Zhenlei Lyu; Haijiao Bao; Xianghua Li

doi:10.70711/neet.v4i2.8692

Application and Effect Analysis of "Task-driven + Case Analysis" Blended Teaching in Children's Rehabilitation Course

Shuijing He, Yue Liu, Zhenlei Lyu, Haijiao Bao, Xianghua Li

Abstract

Objective: To improve teaching quality and learning efficiency and interest of vocational undergraduate students, this study explored the application of a "task-driven+case analysis" blended teaching method in children's rehabilitation courses. Methods: A total of 150
rehabilitation students were divided into an experimental group (76 students, blended teaching) and a control group (74 students, traditional
teaching), with learning outcomes and satisfaction compared. Results: The experimental group achieved significantly higher theoretical
scores and better classroom performance (P<0.05), with higher learning interest and teaching satisfaction. Conclusion: This blended teaching method effectively improves students' clinical analysis and teamwork abilities, and is worthy of promotion in children's rehabilitation and
other rehabilitation-related courses.

Keywords

Task-driven; Case analysis; Blended teaching; Pediatric rehabilitation; Teaching reform

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DOI: http://dx.doi.org/10.70711/neet.v4i2.8692

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