Cognitive function of depressed students by applying flipped classroom teaching mode in art teaching

Abstract

Background

In the current educational environment, the cognitive function of depressed students has become a focus of attention. Art teaching, as a creative and expressive form of education, may have a positive impact on the cognitive function of depressed students. This study aims to explore the effect of flipped classroom teaching mode on the cognitive function of depressed students in art teaching.

Subjects and Methods

A randomized controlled trial design was adopted in the study. Flipped classroom teaching mode was adopted for art teaching in the intervention group. Students learned independently before class and conducted in-depth discussion and practical operation in class. The control group received the traditional face-to-face teaching mode. The study involved 100 middle school students diagnosed with depression, with an average age of 15. All participants had their cognitive function assessed before and after the study. The analysis software is SPSS23.0.

Results

The research results showed that after the intervention of flipped classroom teaching mode, the cognitive function of depressed students in the intervention group was significantly improved, including attention, memory and executive function, and the difference was statistically significant compared with the control group. In addition, the depression symptoms of the students in the intervention group were also alleviated to a certain extent.

Conclusions

The application of flipped classroom teaching mode in art teaching can effectively improve the cognitive function of depressed students, and also have a certain effect on their depression symptoms.

Acknowledgement

Social Science Planning and Research Project of Shandong Province in 2022 (No.22CJYJ01).