摘要
目的探讨康复功能评定技术教学中应用以问题为基础的学习(PBL)联合以授课为基础的学习(LBL)教学模式的效果。方法选择该校2015级康复治疗技术专业学生76名作为研究对象,纳入研究学生自愿接受该研究,其中36名为1班,采取LBL教学模式处理(对照组),其余40名为2班,采取PBL+LBL联合教学模式处理(研究组)。记录两组学生期末理论成绩、操作成绩,以及学生对教学模式的教学评价效果,并对比分析。结果研究组期末理论成绩与操作成绩均明显高于对照组(P<0.05);研究组学生学习主动性、分析问题能力、学习兴趣、自学能力、合作意识、表达能力、资料查找能力等方面均明显优于对照组(P<0.05)。结论康复功能评定技术教学中实施PBL+LBL教学模式,可以明显提高理论成绩与操作成绩,而且可以提高学生学习主动性、学习兴趣、自学能力及表达能力等,值得借鉴。
Objective To study the effect of PBL＋LBL teaching model in the rehabilitation function evaluation technical teaching. Methods 76 cases of students in the rehabilitation treatment technology major in our school in 2015 were selected as the research objects and all students were volunteer to accept the research, class 1 with 36 cases adopting the LBL teaching model was the control group, class 2 with 40 cases adopting the PBL＋LBL teaching model was the research group, and the final theoretical score, operation score and evaluation effect of teaching effect of the two groups were recorded and compared. Results The final theoretical score and operation score in the research group were obviously higher than those in the control group（P〈0.05）, the learning initiative, problem-analysis ability, learning interest, self-learning ability, coopera-tion awareness, expression ability and data searching ability were obviously better than those in the control group （P〈0.05）. Conclusion The PBL＋LBL teaching model in the rehabilitation function evaluation technical teaching can obviously im-prove the theoretical score and operation score, but also improve the learning initiative, learning interest, self-learning abil-ity and expression ability of students, which is worth reference.
出处
《中国卫生产业》
2017年第11期6-8,共3页
China Health Industry
基金
广东省高职教育医药卫生类教指委教改项目(NO.201610028)
