在生理学中开展PBL教学授课效果评价研究
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摘要
背景与目的:PBL的全称是“Problem-Based Learning”(PBL),即以“问题为基础的学习”,由美国神经病学教授Barrows于1969年在加拿大的麦克马斯特大学医学院首先试行的一种新的教学模式。PBL的基本特点是以教师为引导,以学生为中心。简单地说,PBL就是通过解决问题来学习。与传统的以学科为基础,以教师为中心的教学方法相比有很大的不同。PBL教学法在西方国家得到了广泛推广,尤其是在国外医学院校较普遍实施。我国近几年在国内西医院校和中医院校内有尝试和报道,但仍处于试验性探索阶段。为了解PBL教学法在生理学教学活动中的利与弊,我们连续3年在临床医学专业七年制生理学教学的部分章节中采用了此种教学方法,同时利用调查问卷的形式对该教学法的使用进行问卷调查。通过客观的分析探讨PBL的总体教学效果,研究开展PBL教学对学生的影响。
方法:(1)依据教学大纲和教学计划的要求讲授重点内容、基本概念,进行PBL教学问题的设计;(2)在山西医科大学2003、2004、2005级统招入学临床医学专业七年制学生(共495人)的生理学的部分课程中采用PBL教学,每学习小组的人数为5-6人;(3)以“提出问题—建立假设—收集资料—论证假设—总结”的五段式教学代替传统的教学模式;(4)对2005级学生进行调查问卷式实验,在PBL教学前、中、后进行三份问卷调查:对2003和2004级学生进行追踪问卷调查。
结果:1、学生的家庭情况、升学前高中性质、出生地等个体因素与PBL评价结果进行统计学分析(P＞0.05),表明这些因素对PBL的评价没有影响;
2、60%～80%的学生认为PBL教学强化了学生自主学习、交往和团队合作等各种能力;认为对与实际结合紧密的内容为最激发学习兴趣的比例由实验前的3.4%大幅提升到23.4%(P＜0.05):实验前后学生对PBL能提高对图书馆和网络的利用率态度发生明显变化,由84.5%上升到90.3%。(P＜0.05);
3、70.5%的2005级学生认可PBL教学模式,79.4%的2003～2004级学生能自觉地运用于以后的学习中;74.8%的学生认为PBL教学模式为应该推广的。
结论:1、PBL教学模式可以提高学生认知水平,使学生对学习产生了浓厚的兴趣,增加了学习的积极性和主动性,有助于学习效率的提高;
2、PBL教学可以培养和提高学生自主学习、与人交流协作、解决问题等方面的能力。
不足与建议:通过对调查资料的分析发现,在PBL的教学中有小组管理经验不足、反思动机缺乏、教师PBL教学经验不足、教学时间短等问题,并对这些问题提出了加大宣传力度,保障时间和经费,强化教师的指导,多学科教师联合教学等建议。
Background: PBL, whose full name is Problem-Based Learning, was initially designed by Professor Barrows, a famous major in neuropathy, at McMaster University in Canada in 1969. Its characteristic is to focus on students while teachers act as a guider during the course of PBL. Simply speaking, students will acquire knowledge through resolving problems. Based on traditional subjects and teachers centered, this kind of teaching pattern is very distinguished. PBL pattern is very popular in western countries, especially in many foreign medical colleges. In recent years, our country has attempted to make similar researches and reports about it, but still at a beginning stage. To know more about advantages and disadvantages, PBL pattern has been applied into some chapters of physiology course in 3 successive years, at the same time making questionnaires to students about the effects of PBL. We made an investigation into the influence of PBL pattern on students, through analyzing the overall effects of PBL objectively.
Methods: (1) Teachers will instruct some key contents, basic conception and the design of PBL teaching problems. (2) PBL pattern will be applied into parts of physiology courses for 495 college students from 2003 to 2005 divided into several groups consisting of 5 or 6 students each group, at Shanxi Medical University. (3) Substituting traditional teaching methods for a five stages teaching pattern: putting forward questions-establishing supposition-collecting materials-argument supposition-summarization. (4) Making questionnaires for students in the 2005 grade year during the various stages of PBL pattern, also making following questionnaires for students who are in the 2003 and 2004 grade year respectively.
Results: (1): Making a statistic analysis between individual factors of characteristics of high school, birth place and the results of PBL assessment, which had no effects on PBL(P>0.05). (2): Students occupied 60% to 80% consider that PBL pattern can intensify their abilities of studying independently, communicating with others and teamwork, that stimulate their interests in studying increased to 23.4 per from 3.4 per before experiments (P<0.05). What is more, their attitudes toward using network and library have changed apparently, from 84.5 % to 90.3 % (P<0.05) .
3: Students occupied 70.5 % consider PBL pattern to be effective in 2005 grade year, and others occupied 79.4% can combine their study with PBL connectively. Students made up 74.8 % consider that PBL pattern should be applied widely.
Conclusion:
1. PBL teaching pattern is helpful for increasing students' knowledge, interests and initiative in studying, and learning efficiency.
2. PBL teaching pattern can enhance students' abilities of independent study, interpersonal communication and resolving problem.
Limitation: Close analysis of the investigation shows that there are some problems about lack of group management, anti-thinking, teachers' experience in PBL pattern and teaching periods during the whole course of PBL pattern, by which we should promote this pattern to much degree, ensure the time and cost, intensify teachers' instruction and combine teachers together among different subjects.
方法:(1)依据教学大纲和教学计划的要求讲授重点内容、基本概念,进行PBL教学问题的设计;(2)在山西医科大学2003、2004、2005级统招入学临床医学专业七年制学生(共495人)的生理学的部分课程中采用PBL教学,每学习小组的人数为5-6人;(3)以“提出问题—建立假设—收集资料—论证假设—总结”的五段式教学代替传统的教学模式;(4)对2005级学生进行调查问卷式实验,在PBL教学前、中、后进行三份问卷调查:对2003和2004级学生进行追踪问卷调查。
结果:1、学生的家庭情况、升学前高中性质、出生地等个体因素与PBL评价结果进行统计学分析(P＞0.05),表明这些因素对PBL的评价没有影响;
2、60%～80%的学生认为PBL教学强化了学生自主学习、交往和团队合作等各种能力;认为对与实际结合紧密的内容为最激发学习兴趣的比例由实验前的3.4%大幅提升到23.4%(P＜0.05):实验前后学生对PBL能提高对图书馆和网络的利用率态度发生明显变化,由84.5%上升到90.3%。(P＜0.05);
3、70.5%的2005级学生认可PBL教学模式,79.4%的2003～2004级学生能自觉地运用于以后的学习中;74.8%的学生认为PBL教学模式为应该推广的。
结论:1、PBL教学模式可以提高学生认知水平,使学生对学习产生了浓厚的兴趣,增加了学习的积极性和主动性,有助于学习效率的提高;
2、PBL教学可以培养和提高学生自主学习、与人交流协作、解决问题等方面的能力。
不足与建议:通过对调查资料的分析发现,在PBL的教学中有小组管理经验不足、反思动机缺乏、教师PBL教学经验不足、教学时间短等问题,并对这些问题提出了加大宣传力度,保障时间和经费,强化教师的指导,多学科教师联合教学等建议。
Background: PBL, whose full name is Problem-Based Learning, was initially designed by Professor Barrows, a famous major in neuropathy, at McMaster University in Canada in 1969. Its characteristic is to focus on students while teachers act as a guider during the course of PBL. Simply speaking, students will acquire knowledge through resolving problems. Based on traditional subjects and teachers centered, this kind of teaching pattern is very distinguished. PBL pattern is very popular in western countries, especially in many foreign medical colleges. In recent years, our country has attempted to make similar researches and reports about it, but still at a beginning stage. To know more about advantages and disadvantages, PBL pattern has been applied into some chapters of physiology course in 3 successive years, at the same time making questionnaires to students about the effects of PBL. We made an investigation into the influence of PBL pattern on students, through analyzing the overall effects of PBL objectively.
Methods: (1) Teachers will instruct some key contents, basic conception and the design of PBL teaching problems. (2) PBL pattern will be applied into parts of physiology courses for 495 college students from 2003 to 2005 divided into several groups consisting of 5 or 6 students each group, at Shanxi Medical University. (3) Substituting traditional teaching methods for a five stages teaching pattern: putting forward questions-establishing supposition-collecting materials-argument supposition-summarization. (4) Making questionnaires for students in the 2005 grade year during the various stages of PBL pattern, also making following questionnaires for students who are in the 2003 and 2004 grade year respectively.
Results: (1): Making a statistic analysis between individual factors of characteristics of high school, birth place and the results of PBL assessment, which had no effects on PBL(P>0.05). (2): Students occupied 60% to 80% consider that PBL pattern can intensify their abilities of studying independently, communicating with others and teamwork, that stimulate their interests in studying increased to 23.4 per from 3.4 per before experiments (P<0.05). What is more, their attitudes toward using network and library have changed apparently, from 84.5 % to 90.3 % (P<0.05) .
3: Students occupied 70.5 % consider PBL pattern to be effective in 2005 grade year, and others occupied 79.4% can combine their study with PBL connectively. Students made up 74.8 % consider that PBL pattern should be applied widely.
Conclusion:
1. PBL teaching pattern is helpful for increasing students' knowledge, interests and initiative in studying, and learning efficiency.
2. PBL teaching pattern can enhance students' abilities of independent study, interpersonal communication and resolving problem.
Limitation: Close analysis of the investigation shows that there are some problems about lack of group management, anti-thinking, teachers' experience in PBL pattern and teaching periods during the whole course of PBL pattern, by which we should promote this pattern to much degree, ensure the time and cost, intensify teachers' instruction and combine teachers together among different subjects.
引文
1.联合国教科文组织总部中文译.教育-财富蕴藏其中,教育科学出版社,1996,(15)
2.联合国教科文组织国际教育发展委员会编著.学会生存-教育世界的今天和明天,教育科学出版社,1996,(6)
3.钟志贤.新型教学模式新在何处,电化教育研究,2001,(3)
4.文历阳.21世纪医学科学和医学教育发展趋势.中国高等医学教育,2000,(2):1-2
5.周伟.医学创新人才的成才规律.中国高等医学教育,2001,(4):23-24
6.日本医学教育学会编.医学教育白书2002年版(-98-.02)[M].东京:筱原出版社,2002:39-43
7.O.Neill P A.The role of basic sciences ina problem-based learning clinical curriculum[J].MedEducation,2000,34(8):608-613
8.吴升华.论PBL医学教育模式[J].医学与哲学,2000,21(12):48-49
9.任英杰.在中华文化背景下开展基于问题的学习的探究,现代教育技术.2005,15(2):45-48
10.http://edweb.sdsu.edu/clritllearningtree/PBL/PBLadvantages.html
11.Technology and Systemic Educational Reform http:/www.tecweb.org/eddevel/reforml2.html
12.An overview of problem-based learning http://www.mcli.dist.maricopa.edu/PBL/info.html
13.Problem-based learning,especially in the context of large classes,http://www.Chemeng.mcmaster.ca/PBL/PBL.htm
14.Problem-based learning,http://www.c2t2.ca/lo/PBL.html
15.David H.Jonassen.Toward a Design Theory of Problem Solving.Educational Technology Research and development,2000.(4)
16.邵志芳著.思维心理学,华东师范大学出版社,2001,(2):80
17.刘晓燕.基于问题的学习模式(PBL)研究.[硕士学位论文].江西:江西师范学院,2002
18.Six-step problem solving process,http://www.personal.psuedu/faulty/s/j/sjm256/portfoliollbaselTheories&Models/cognitivism/genleaming.html
19.http://www.vtufts.edu/med/curriculum/PBL/event uvdate 062901.htm
20.李芒,徐承龙,胡巍.PBL的课程开发与教学设计.中国电化教育.2001,(6)
21.KATHE DOIG&ELIZABETH WERNER.(2000)The marriage of a tradi-tional lecture-based curriculum and problem spring vigorous,Medical Teacher,22(2):174-177
22.孙宝志等.高等医学院校教师教学质量评价指标体系及有关问题的研究.医学教育与管理.1993,(1):85-108
23.Denise J D,Kathleen S D.Using Journals for Community Health Students Engaged in Group Work.Nursing Educator,2002,27(6):255
24.韦敏.介绍香港理工大学护理与健康科学系的一堂PBL课.卫生职业教育,2003,11(21):97-100
25.李泽生,冼利青,张艳霞.“以问题为基础”的教学模式毕业生特征与优势分析.国外医学:医学教育分册,2002,23(4):10-13
26.Spinello E,Fischbach R.Problem-based learning in public health instruction.A pilot study of an online simulation as a problem-based learning approach.Educ Health,2004,17(3):365-373
1.黄素霞.谈PBL教学模式与医学生素质培养.中国高教研究.,2002,(9)
2.杨耀防.典型的以问题为中心教学过程剖析[J]1国外医学·医学教育分册,1994,(4):150.
3.丁国芳.谈PBC在我国的应用[J].医学教育,1991,(1):27.
4.陈晓林.问题定向教学法在中等卫校临床课教学中的应用[J]医学教育,1989,(6):32.
5.杨耀防.以问题为中心教学法及其发展浅析[J]西北医学教育,1993,11(1):41
6.马志华,张茹英,万宝珍.“以问题为基础”教学方法的发展概况[J].中华护理杂志,1996,31(8):488-491.
7.陈幼华,黄淑华.PBL教学法在护理程序教学中的运用[J].护理学杂志,2000,15(8):501-502.
8.马志华,张茹英,万宝珍.PBL教学法在护理个案分析中的应用与实践[J].中华护理杂志,1999,34(10);615-617
9、Baker CM.J.problem-basedleaming.Nurs,2000,16(5):259
10、李泽生,冼利青,张艳霞.“以问题为基础”的教学模式毕业生特征与优势分析.国外医学:医学教育分册,2002,23(4):10-13
11、刘梦莲.基于问题是学习(PBL)的设计[J].现代远程教育研究,2003,1:39-43
12、李晓丹,张少林.PBL:一种新型的医学教育模式.2004,27(1)
13、朱丹,黄文霞.护理教学中PBL教学法的应用与分析[J].护士进修杂志,2003,18(5):461-463
14、周玉霞.基于项目的学习(PBL)在教学中的应用http://edu.mblogger.cn/amethyst_gz/posts/4256.aspx
15、刘璐,古继宝.PBL教学方法的理论与实践探讨[J].教育与现代化,2004,2:40-44
16、 Kaufman AI Problem-based learning-time step back[J].Med Educ,2000,34:509-511
17、刘虹.口腔内科学实验教学改革-PBL法在口内实验教学中的运用[J].中国现代学杂志,2000,10(9):76-78
2.联合国教科文组织国际教育发展委员会编著.学会生存-教育世界的今天和明天,教育科学出版社,1996,(6)
3.钟志贤.新型教学模式新在何处,电化教育研究,2001,(3)
4.文历阳.21世纪医学科学和医学教育发展趋势.中国高等医学教育,2000,(2):1-2
5.周伟.医学创新人才的成才规律.中国高等医学教育,2001,(4):23-24
6.日本医学教育学会编.医学教育白书2002年版(-98-.02)[M].东京:筱原出版社,2002:39-43
7.O.Neill P A.The role of basic sciences ina problem-based learning clinical curriculum[J].MedEducation,2000,34(8):608-613
8.吴升华.论PBL医学教育模式[J].医学与哲学,2000,21(12):48-49
9.任英杰.在中华文化背景下开展基于问题的学习的探究,现代教育技术.2005,15(2):45-48
10.http://edweb.sdsu.edu/clritllearningtree/PBL/PBLadvantages.html
11.Technology and Systemic Educational Reform http:/www.tecweb.org/eddevel/reforml2.html
12.An overview of problem-based learning http://www.mcli.dist.maricopa.edu/PBL/info.html
13.Problem-based learning,especially in the context of large classes,http://www.Chemeng.mcmaster.ca/PBL/PBL.htm
14.Problem-based learning,http://www.c2t2.ca/lo/PBL.html
15.David H.Jonassen.Toward a Design Theory of Problem Solving.Educational Technology Research and development,2000.(4)
16.邵志芳著.思维心理学,华东师范大学出版社,2001,(2):80
17.刘晓燕.基于问题的学习模式(PBL)研究.[硕士学位论文].江西:江西师范学院,2002
18.Six-step problem solving process,http://www.personal.psuedu/faulty/s/j/sjm256/portfoliollbaselTheories&Models/cognitivism/genleaming.html
19.http://www.vtufts.edu/med/curriculum/PBL/event uvdate 062901.htm
20.李芒,徐承龙,胡巍.PBL的课程开发与教学设计.中国电化教育.2001,(6)
21.KATHE DOIG&ELIZABETH WERNER.(2000)The marriage of a tradi-tional lecture-based curriculum and problem spring vigorous,Medical Teacher,22(2):174-177
22.孙宝志等.高等医学院校教师教学质量评价指标体系及有关问题的研究.医学教育与管理.1993,(1):85-108
23.Denise J D,Kathleen S D.Using Journals for Community Health Students Engaged in Group Work.Nursing Educator,2002,27(6):255
24.韦敏.介绍香港理工大学护理与健康科学系的一堂PBL课.卫生职业教育,2003,11(21):97-100
25.李泽生,冼利青,张艳霞.“以问题为基础”的教学模式毕业生特征与优势分析.国外医学:医学教育分册,2002,23(4):10-13
26.Spinello E,Fischbach R.Problem-based learning in public health instruction.A pilot study of an online simulation as a problem-based learning approach.Educ Health,2004,17(3):365-373
1.黄素霞.谈PBL教学模式与医学生素质培养.中国高教研究.,2002,(9)
2.杨耀防.典型的以问题为中心教学过程剖析[J]1国外医学·医学教育分册,1994,(4):150.
3.丁国芳.谈PBC在我国的应用[J].医学教育,1991,(1):27.
4.陈晓林.问题定向教学法在中等卫校临床课教学中的应用[J]医学教育,1989,(6):32.
5.杨耀防.以问题为中心教学法及其发展浅析[J]西北医学教育,1993,11(1):41
6.马志华,张茹英,万宝珍.“以问题为基础”教学方法的发展概况[J].中华护理杂志,1996,31(8):488-491.
7.陈幼华,黄淑华.PBL教学法在护理程序教学中的运用[J].护理学杂志,2000,15(8):501-502.
8.马志华,张茹英,万宝珍.PBL教学法在护理个案分析中的应用与实践[J].中华护理杂志,1999,34(10);615-617
9、Baker CM.J.problem-basedleaming.Nurs,2000,16(5):259
10、李泽生,冼利青,张艳霞.“以问题为基础”的教学模式毕业生特征与优势分析.国外医学:医学教育分册,2002,23(4):10-13
11、刘梦莲.基于问题是学习(PBL)的设计[J].现代远程教育研究,2003,1:39-43
12、李晓丹,张少林.PBL:一种新型的医学教育模式.2004,27(1)
13、朱丹,黄文霞.护理教学中PBL教学法的应用与分析[J].护士进修杂志,2003,18(5):461-463
14、周玉霞.基于项目的学习(PBL)在教学中的应用http://edu.mblogger.cn/amethyst_gz/posts/4256.aspx
15、刘璐,古继宝.PBL教学方法的理论与实践探讨[J].教育与现代化,2004,2:40-44
16、 Kaufman AI Problem-based learning-time step back[J].Med Educ,2000,34:509-511
17、刘虹.口腔内科学实验教学改革-PBL法在口内实验教学中的运用[J].中国现代学杂志,2000,10(9):76-78