摘要
目的:探讨基于网络教学平台的PBL-TBL实践教学在团队长和队员之间效果的差异。方法:对预防医学专业61名本科生应用本教学法后进行个人测试和问卷调查。结果:队长组"活跃课堂气氛"和"提高自主学习能力"项目得分均显著高于队员组(P<0.05);"培养团队协作能力"和"团队长发挥作用"得分均显著低于队员组(P<0.05)。结论:合理分配每个团队角色教学任务,各尽其职,有助于本教学法取得更好的效果。
Objective： To analyze the application effects of PBL combined with TBL based on network platform between team leaders and members in experiment teaching. Method： The individual test and questionnaire survey were conducted after application of PBL combined with TBL in 61 preventive medicine undergraduates. Results： The item scores of ＂active teaching atmosphere ＂ and ＂improving self-learning ability＂ in team leader group were significantly higher than those in team member group respectively, and the scores of ＂cultivating team-work ability＂ and ＂roles of team leaders＂ in team leader group were significantly lower than those in team member group （P 〈 0.05） Conclusion： Equitable distribution of teaching tasks for each member contribute to the PBL combimned with TBL teaching method to achieve better results.
出处
《沈阳医学院学报》
2017年第4期375-377,共3页
Journal of Shenyang Medical College
基金
辽宁省教育评价协会第一届教学改革与教育质量评价研究课题(No.PJHYYB15251)
沈阳医学院教学研究课题(No.2015024)
