摘要
目的:探讨5年来PBL教学法在《临床病原生物学》教学中的应用效果,以利于进一步改进教学质量。方法:采用问卷调查方式对选修《临床病原生物学》的本科生122人进行调查,评价PBL教学效果,并探讨其对当代教学体系的影响。结果:80%以上的学生表示PBL教学法能提高学习的主动性和积极性,并对提高语言表达能力、独立思考与自学能力、对知识的理解与记忆、创新意识等综合素质有明显帮助,其效果明显优于LBL教学法。但PBL教学需要学生花费大量的时间与精力,对中医药院校基础课程的教学并不适合所有课程,即使同一门课程也不是所有章节都适合。结论:PBL教学法基本适合于《临床病原生物学》各论的教学,对该教学法的推广应根据中医药院校课程的需要,同时兼顾教学成本,统筹安排。
Objective： To explore the application effects of PBL teaching method in Clinical Pathogenic Biology in the past five years,in order to further improve the quality of teaching.Methods： One hundred and twenty-two undergraduate students,who took Clinical Pathogenic Biology as an elective course,were investigated by questionnaire survey to evaluate the PBL teaching effects,and the effects of PBL teaching on contemporary education system were explored.Results： More than 80% students thought that the PBL teaching method could improve their initiative and enthusiasm,and contribute to enhancing their language skills,independent thinking and self-learning abilities,understanding and memory on knowledge,and innovative consciousness,and the effects of PBL teaching method were better than LBL approach.However,PBL teaching required students to spend more time and effort,not all the basic courses of traditional Chinese medicine were suitable for PBL teaching,even if in the same course not all the chapters were suitable for it.Conclusion： PBL teaching method is suitable for the teaching of Clinical Pathogenic Biology basically,and the popularization of this kind of teaching method should be based on the courses of traditional Chinese medicine universities,take account of the teaching cost and make overall arrangements.
出处
《上海中医药大学学报》
CAS
2011年第6期6-8,共3页
Academic Journal of Shanghai University of Traditional Chinese Medicine
基金
上海中医药大学第6期
第8期课程建设项目
关键词
临床病原生物学
PBL
教学评价
Clinical Pathogenic Biology
problem-based learning
teaching evaluation
