Abstract
Objective: This paper discusses the application of online teaching combined with offline teaching method (BOPPPS, LBL) in biochemistry teaching. Methods: Taking Class 1 and Class 3 of nursuing undergraduate of Grade 2019 in Anhui Sanlian University as the research object, with Class 1 as the control group and Class 3 as the experimental group and students' evaluation of teaching, teachers' evaluation of students' learning process, final examination result and final score as the indicators, the BOPPPS teaching mode and the LBL mode were compared. Results: There was no statistical significance in age and critical thinking between the two groups of students ( <tex xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">$\mathrm{P}\ > \ 0.05$</tex> ); 10 items of teaching evaluation were statistically significant ( <tex xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">$\mathrm{P}\ < \ 0.05$</tex> ), and the other 5 items were not statistically significant ( <tex xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">$\mathrm{P}\ > \ 0.05$</tex> ); teachers' evaluation of students' learning process was statistically significant ( <tex xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">$\mathrm{P}\ < \ 0.05$</tex> ); the final examination result was not statistically significant ( <tex xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">$\mathrm{P}\ > \ 0.05$</tex> ); the final score was statistically significant ( <tex xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">$\mathrm{P}\ < \ 0.05$</tex> ). Conclusion: the BOPPPS teaching mode is obviously better than the LBL in online, and can stimulate students to participate in the teaching process, improve students' interest in learning, and enable teachers to optimize the teaching process using online platform.
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