在人体寄生虫学实验课程中,利用互联网完成网上课程平台建设,将实验课重要知识点进行整合,制作标本类和操作类共计23个微视频,上传至课程平台,作为线上教学内容,供学生课前观看预习。采用多方位全程学习测评,结合问卷反馈全面评估课程改革后的教学效果。结果表明,采用基于微视频的“翻转课堂”教学法后,预防医学与基础医学专业学生的实验考试成绩明显提高,优于传统教学法。对于实验考试成绩低分段的同学进行分析,标本视频和操作视频的观看次数与在线测试成绩明显相关（P < 0.01）。问卷结果表明,大部分学生认为线上微视频对线下课堂的标本学习（262/264,99.24%）,实践操作（264/264,100%）很有帮助;81.20%（217/264）的学生表示喜欢“翻转课堂”的学习方式;对于微视频学习占用业余时间的情况,95.69%（255/264）学生表示可以接受。该教学方法有助于提升学生的学习成绩和实践技能,也受到学生的欢迎。但对于学有余力的同学,提升效果不显著,提示我们需要进一步分析原因,完善“翻转课堂”教学改革,惠及更多学生。

In the teaching of laboratory experiment course of human parasitology, we established an online course platform via internet, integrated important knowledge points of the laboratory lessons, produced a total of 23 micro videos on specimen preparation and operational procedures, and uploaded the contents to the platform as online teaching course for students to preview beforehand. Multidimensional evaluation was conducted through the whole teaching course, combining with questionnaire feedback to complehensively appraise the outcome of the reform of teaching course. As the result of applying the micro-video-based “flipped classroom” teaching tactic, the students majoring in preventive medicine and basic medicine remarkably improved their laboratory exam scores, compared with the traditional teaching method. Further analysis on the performance of the students with lower scores in laboratory exam showed that the time of viewing the videos of specimen preparation and the operational demonstration is found to be significantly correlated with the score of online test (P < 0.01). Questionnaire analysis indicates that most students thought of micro-videos being helpful to offline classroom study on specimen study (262/264, 99.24%) and practical operations (264/264, 100%); 81.20%（217/264） students liked the “flipped classroom” study mode; and 95.69% students regarded it acceptable the time they spent for micro-video study occupying their spare time. The micro-video-based flipped classroom can enhance students’ academic performance and practical skills, and welcomed by students too. However, for those students who have the ability to learn more, the enhancements were not significant. This suggests that further analysis on the reason of weak points is needed to perfect the reform with flipped classroom teaching, and bring benefit to more students.