摘要
目的:本文探讨在教育心理学小班化教学中应用TBL教学法的可行性及教学效果。方法:在教育心理学的教学中初步实施TBL教学法,采用调查问卷的方式对教学效果进行评价,并和LBL教学法(lecture-based leaning)做了对比研究。结果:① 在学习积极性的提高上差异显著(χ2 = 6.320, P 2 = 12.444, P 2 = 9.926, P 2 = 12.393, P 【0.01),TBL教学法相比LBL教学法能够显著提高沟通交流能力。结论:TBL教学法相比LBL教学法提升了学生学习的积极性,也提升了学生的各方面的能力。
Objective: The study aimed to explore the feasibility and effectiveness of TBL teaching methodology on educational psychology. Methods: TBL was preliminarily implemented in teaching student majoring in medicopsychology. Data for the study was obtained by questionnaire survey and was analyzed for the effectiveness of the implementation of TBL teaching reform in educational psychology, and a comparative study is made with LBL. Results: 1) Significant difference on their enthusiasm of learning (χ2 = 6.320, P 2 = 12.444, P 2 = 9.926, P 2 = 12.393, P
出处
《教育进展》
2022年第3期810-816,共7页
Advances in Education