摘要
目的:探讨LBL(Lecture-based Learning)结合PBL(Problem-Based Learning)教学在生理学教学中的应用及效果。方法:以山西医科大学汾阳学院2012级影像专业本科生为研究对象,学生随机分为两个教学班(A班与B班)。A班(102人)采用LBL教学,B班(42人)采用LBL结合PBL教学。其中,B班在PBL教学中分为7个小组,每组6人。课程结束后,两班采取相同试卷考试,对考试总成绩及论述题成绩比较分析,采用DREEM量表对教育环境进行评估。结果:B班论述题成绩显著高于A班(P<0.05),但两班总成绩差异无统计学意义(P>0.05);DREEM量表调查显示,B班学生的学习知觉、环境知觉、社交自我知觉、教育环境评估得分显著高于A班(P<0.05);两班对教师的知觉、学术自我知觉得分差异无统计学意义(P>0.05)。结论:LBL结合PBL教学可有效改善生理学教学环境,提高教学效果。
Objective： To investigate the application and evaluation of Problem-Based Learning （PBL） plus Lecture-based Learn- ing （LBL） in physiology teaching. Methods： The imaging students of 2012 session in Fenyang College of Shanxi Medical University were studied. The students were randomly divided into two classes （Class A and Class B）. Class A （104） implemented LBL teaching, and class B （42） implemented LBL plus PBL teaching, where, class B was divided into 7 groups in the PBL teaching （n=6）. After the end of the course, tests scores and essay scores were analyzed, and educational environment was assessed by DREEM table of two classes. Results： The essay scores of class B were significantly higher than those of class A （P〈0.05）, but there was no statistical difference of the total scores in two classes （P〉0.05）. The scores of students perception, environmental perception, social self-perception and educational envi- ronment assessment in class B were significantly higher than those in class A （P〈0.05）; but there was no statistical difference of the per- ception to teachers＇ scores and academic self-perception scores in two classes （P〉0.05）. Conclusion： LBL plus PBL could effectively im- prove the environment and quality of teaching.
出处
《现代生物医学进展》
CAS
2015年第7期1339-1341,共3页
Progress in Modern Biomedicine
基金
山西省高等学校教学改革项目(j2012119)
关键词
LBL教学
PBL教学
生理学
Lecture-based Learning
Problem-Based Learning
Physiology
