张勤, 庄颖, 韩慧, 姚荣英. PBL教学法在儿童少年卫生学教学中应用效果评价[J]. 蚌埠医学院学报, 2012, 36(3): 345-347.
    引用本文: 张勤, 庄颖, 韩慧, 姚荣英. PBL教学法在儿童少年卫生学教学中应用效果评价[J]. 蚌埠医学院学报, 2012, 36(3): 345-347.
    ZHANG Qin, ZHUANG Ying, HAN Hui, YAO Rong-ying. Evaluation of the Problem-based learning effects on the teaching of child and adolescent health[J]. Journal of Bengbu Medical College, 2012, 36(3): 345-347.
    Citation: ZHANG Qin, ZHUANG Ying, HAN Hui, YAO Rong-ying. Evaluation of the Problem-based learning effects on the teaching of child and adolescent health[J]. Journal of Bengbu Medical College, 2012, 36(3): 345-347.

    PBL教学法在儿童少年卫生学教学中应用效果评价

    Evaluation of the Problem-based learning effects on the teaching of child and adolescent health

    • 摘要: 目的:探讨PBL教学法在儿童少年卫生学教学中的有效性和可行性。方法:将101名学生随机分为2组,对照组51人采用传统的教学方法;实验组50人采用PBL教学方法,并通过评价体系、考试成绩综合分析PBL教学法的教学效果。结果:教师在教学中将学生评价为优、良好和普通的比例分别为10.7%、60.8%和28.6%;学生对教学效果评价显示多数同学能接受PBL的授课方式,有80%的学生表示能认真完成PBL案例,有42%的学生希望能继续施行PBL教学;与对照组相比,考试成绩差异无统计学意义(P;0.05)。结论:儿童少年卫生学课程可适当采用PBL教学模式,传统的考试成绩不是衡量学生能力的唯一标准,教学质量的评价应采取多参数指标,着重考核学生的综合能力。

       

      Abstract: Objective:To assess the availability and feasibility of the Problem-based learning(PBL) in the teaching of child and adolescent health.Methods:All students were divided into two groups.The control group was taught using traditional teaching methods,and the experimental group was taught using PBL teaching methods.The teaching effects of PBL were analysed by evaluation system and test scores.Results:10.7%,60.8% and 28.6% of students behavior were assessed as excellent,good and normal grade respectively.The evaluation results revealed that most students accepted the PBL method.80% students can accomplish the PBL case,and 42% students hoped to continue the PBL study in the future,but the test scores had not statistically significant compared with the control group(P0.05).Conclusions:PBL can be used in the teaching of child and adolescent health.The test scores were not the only criterion to judge the students ability,and multi-index parameters can be used to access the quality of teaching and comprehensive abilities of students.must be emphasized.

       

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