TPS结合CLE在中医外科学教学中的运用
|
摘要
目的探讨思考-配对-分享(TPS)与自信度训练(CLE)相结合是否可发挥互动式学习优势叠加的效应,以期进一步改进中医外科学的教学方法,提高教学效果。方法选择中西医结合专业5年制学生,在《中医外科学》乳房疾病章节教学中统一给予课堂授课,在之后的随堂测试中,将学生随机分为互动式教学组(试验组)和传统教学组(对照组),试验组采用TPS与CLE相结合的互动式教学方法,对照组采用传统的教师讲解。评价2组学生的随堂测试成绩、自信度评分及期末成绩的变化,并调查学生对教学质量的反馈。结果实施互动式教学前2组的随堂测试基线成绩无统计学差异(P>0.05);实施TPS结合CLE学习策略后,试验组的随堂测试成绩较明显提高(P<0.01),自信度评分也明显高于实施前(P<0.01),且试验组的自信度评分变化与随堂测试成绩变化呈正相关(P<0.01)。试验组学生对教学态度、教学内容、教学方法和教学效果的A级评价率,以及期末成绩均高于对照组,但未呈现明显的统计学差异(P>0.05)。结论将TPS与CLE相结合,可发挥互动式学习优势叠加的效应,有利于提高学生的学习能力和学习兴趣,对教师和课程产生亲近感;虽然并未转化为期末考试成绩的提高,但学生能在短时间内提高解决问题的能力和信心。
Objective To study the complementary advantages on combining Thi nk-Pair-Share(TPS) and Confidence-Level Exercise(CLE) and its efficacy on modifying the teaching methods in surgery of traditional Chinese medicine and improving the teaching as well.Methods The students, who majored in five-year integrated Chinese and Western medicine, were enrolled. During the Breast Disease Chapter of surgery of traditional Chinese medicine teaching process, they learned the knowledge together. Followed by classroom test,they were then randomized and divided into interactive learning group(intervention group) and traditional learning group(control group). The intervention group accepted the new teaching method of TPS combined with CLE when the control group received traditional supervised teaching, respectively. The changes of the classroom test score, the Confidence-Level score and end-term examination score were analyzed. The class teaching quality was further assessed too. Results For comparison with two groups, there was no significance in the difference of classroom test baseline score(P>0.05). With application of TPS and CLE interactive learning strategy, the intervention group had a significantly higher classroom test score after discussion than that before discussion(P<0.01). The Confidence-Level score was improved significantly after discussion, too(P <0.01). The change of Confidence-Level score had a significantly positive relationship with the change of classroom test score(P<0.01). The proportion of A-level assessment consisting of teaching attitude, teaching content, teaching method and teaching effect was higher in the intervention group and in control group. So as the end-term examination score. But both showed no significant difference between the two groups(P>0.05). Conclusion Application of TPS combined with CLE, which was an interactive learning strategy, had numerous advantageous effects. The learning interest and learning ability of students improved a great deal and these induced a sense of closeness with teacher and class. Though it didn't translate into end-term examination score, the problem-solving ability and confidence level of students were improved in a short period.
Objective To study the complementary advantages on combining Thi nk-Pair-Share(TPS) and Confidence-Level Exercise(CLE) and its efficacy on modifying the teaching methods in surgery of traditional Chinese medicine and improving the teaching as well.Methods The students, who majored in five-year integrated Chinese and Western medicine, were enrolled. During the Breast Disease Chapter of surgery of traditional Chinese medicine teaching process, they learned the knowledge together. Followed by classroom test,they were then randomized and divided into interactive learning group(intervention group) and traditional learning group(control group). The intervention group accepted the new teaching method of TPS combined with CLE when the control group received traditional supervised teaching, respectively. The changes of the classroom test score, the Confidence-Level score and end-term examination score were analyzed. The class teaching quality was further assessed too. Results For comparison with two groups, there was no significance in the difference of classroom test baseline score(P>0.05). With application of TPS and CLE interactive learning strategy, the intervention group had a significantly higher classroom test score after discussion than that before discussion(P<0.01). The Confidence-Level score was improved significantly after discussion, too(P <0.01). The change of Confidence-Level score had a significantly positive relationship with the change of classroom test score(P<0.01). The proportion of A-level assessment consisting of teaching attitude, teaching content, teaching method and teaching effect was higher in the intervention group and in control group. So as the end-term examination score. But both showed no significant difference between the two groups(P>0.05). Conclusion Application of TPS combined with CLE, which was an interactive learning strategy, had numerous advantageous effects. The learning interest and learning ability of students improved a great deal and these induced a sense of closeness with teacher and class. Though it didn't translate into end-term examination score, the problem-solving ability and confidence level of students were improved in a short period.
引文
[1]季亚婕,李琼,江科,等.任务型教学结合案例教学在《中医外科学》教学中的运用[J].上海中医药大学学报,2015,29(6):5-7,11.
[2] William J. Pluta,Boyd F.,Richards&Andrew Mutnick. PBL and Beyond:Trends in Collaborative Learning[J]. Teaching and Learning in Medicine,2013,25(S1):S9-S16.
[3] Johnson,D. W.,Johnson,F. P.(2003). Joining together:Group theory and group skills,8th ed. Boston:Pearson.
[4] Thinking Together:Collaborative Learning in the Sciences.(1992).Video[J]. Bok Center for Teaching and Learning. Cambridge,MA:Harvard University.
[5] T A Angelo,K P Cross. Classroom assessment techniques:a handbook for college teachers[J]. Journal of Higher Education. 1995,66:148-153.
[6] Debbie Fitzgerald. Employing think-pair-share in associate degree nursing curriculum[J]. Teaching and Learning in Nursing. 2013(8):88-90.
[7] Dana D. Duggan,Frederic J. Medway,Vichi L. Bunke. Training Educators to Address the Needs and Issues of Students with Chronic Illness:Examining their knowledge,Confidence Levels,and Perceptions[J].Canadian Journal of School Psychology. 2004,19(1/2):149-165.
[2] William J. Pluta,Boyd F.,Richards&Andrew Mutnick. PBL and Beyond:Trends in Collaborative Learning[J]. Teaching and Learning in Medicine,2013,25(S1):S9-S16.
[3] Johnson,D. W.,Johnson,F. P.(2003). Joining together:Group theory and group skills,8th ed. Boston:Pearson.
[4] Thinking Together:Collaborative Learning in the Sciences.(1992).Video[J]. Bok Center for Teaching and Learning. Cambridge,MA:Harvard University.
[5] T A Angelo,K P Cross. Classroom assessment techniques:a handbook for college teachers[J]. Journal of Higher Education. 1995,66:148-153.
[6] Debbie Fitzgerald. Employing think-pair-share in associate degree nursing curriculum[J]. Teaching and Learning in Nursing. 2013(8):88-90.
[7] Dana D. Duggan,Frederic J. Medway,Vichi L. Bunke. Training Educators to Address the Needs and Issues of Students with Chronic Illness:Examining their knowledge,Confidence Levels,and Perceptions[J].Canadian Journal of School Psychology. 2004,19(1/2):149-165.
© 2004-2018 中国地质图书馆版权所有 京ICP备05064691号 京公网安备11010802017129号 地址：北京市海淀区学院路29号 邮编：100083 电话：办公室：(+86 10)66554848；文献借阅、咨询服务、科技查新：66554700 |