摘要
目的:探讨行为引导型教学中教师角色的定位及作用。方法:将本校2010级临床专业本科学生120人随机分成引导型教学组(3组)和传统教学组(1组),通过期末成绩进行教学效果评价。结果:运用行为引导型教学法的学生各种能力均显著优于传统教学组(P<0.05)。实验组教师参与度与教学效果无明确相关性(P>0.05)。
Objective：To investigate the position and role of teacher in behavior guidance teaching.Methods：To divide 120 students in grade 2010 majoring in clinical medicine in our University into behavior guidance teaching group and tradition teaching group randomly.We estimated two different teaching performance by final scores at the end of term.Results：Students receiving behavior guidance teaching methods are generally more excellent than those in traditional teaching group（P〈0.05）.Teachers＇ participations in experimental group have nothing to do with teaching effect（P〈0.05）.
出处
《黑龙江医药科学》
2013年第6期27-28,共2页
Heilongjiang Medicine and Pharmacy
基金
黑龙江省教育厅"十二五"规划课题
编号:GBC1212101
佳木斯大学教学研究项目
编号:JYA2011-013
关键词
行为引导型教学
传统教学
角色转变
behavior guidance teaching
tradition teaching
role change
