摘要
目的:探讨口腔正畸学本科教学中的新型教学模式。方法:将60名学生随机分为以病例为导向学习(CaseBased Learning,CBL)和传统课堂教学模式(Lessons-Based Learning,LBL)两组,通过对两组的考核成绩进行分析比较,并以问卷调查形式评价学生对CBL教学法的教学效果的认同度。结果:CBL教学组的学生成绩明显优于LBL教学组(P<0.05),并且大多数学生认为CBL教学法能提高学习积极性,培养临床思维能力,教学效果优于LBL教学法。结论:在口腔正畸学病例教学课程中引进CBL教学法,较LBL教学法更能多方面培养学生的临床应用技能。
Objective： To explore the new teaching mode in undergraduate teaching of orthodontics. Methods： Sixty students were randomly divided into two groups： case-based learning （CBL） and traditional lesson-based learning （LBL）. The scores of the two groups were analyzed and compared. Questionnaires were used to evaluate students＇ recognition of the effectiveness of CBL pedagogy. Results： The scores of students in the CBL teaching group were significantly better than those in the LBL teaching group （P〈0.05）, and most of the students believed that the CBL teaching method could improve the enthusiasm of learning, develop clinical thinking ability, and the teaching effect was better than the LBL teaching method. Conclusion： The introduction of CBL in the teaching of orthodontics case teaching can more effectively cultivate students＇ clinical application skills than LBL.
作者
余芯乐
代海涛
吕锡旌
孙松
YU Xinle;DAI Haitao;LV Xijing;SUN Song(Department of Stomatology, The First Affiliated Hospital, School of Medicine, Shihezi University, Shihezi, Xinjiang 832000;Department of Stomatology, School of Medicine, Shihezi University, Shihezi, Xinjiang 832000)
出处
《科教导刊》
2018年第18期134-135,139,共3页
The Guide Of Science & Education
基金
石河子大学人文社会科学中青年科研人才培育基金项目(项目编号:RWSK15-Y34)的阶段性成果
石河子大学2015年教育教学改革立项(项目编号:JGZ-2015-22)的阶段性成果
