PBL联合CBL教学法在内分泌临床见习教学中的应用

目的:探讨以问题为基础教学法(Problem-based learning,PBL)的联合案例教学法(Case-based learning,CBL)在内分泌科临床见习教学中的应用效果。方法:将2015年10月²016年1月在该院内分泌科见习的68名临床医学本科专业四年级学生,随机分为实验组与对照组,每组34例。实验组实施PBL联合CBL教学法,对照组实施传统教学法(Lecture-based learning,LBL),比较两组学生的临床知识掌握度及教学效果满意度。结果:比较于对照组,实验组学生在临床知识总分及教学效果满意度方面均显著优于对照组(P均<0.05)。其中,临床知识的基础理论部分两组得分无差异,但在案例分析部分,实验组要显著高于对照组(P=0.022)。结论 :相比较于传统LBL教学法,PBL联合CBL教学法应用在内分泌科临床见习教学中可以显著提高学生学习成效,同时获得更好的教学效果满意度,适合在内分泌教学中推广。     

PBL结合CBL教学法在中职内科护理的应用及效果分析

本文主要分析以问题为导向教学法(PBL)结合案例教学法(CBL)在中职内科护理教学中的应用及效果。在2019 年 9 月至 2020 年 9 月间抽选本中职学校的 100 名护理专业学生作为研究对象,按双盲法将其分为对比组(实施传统教学方法)和研究组(实施PBL结合CBL教学法),每组50例。比较两组的综合考核成绩、教学满意度。结果发现,研究组的综合考核成绩高于对比组(P<0.05);研究组的教学满意度(98.00%)明显高于对比组(86.00%)(P<0.05)。因此,将 PBL结合 CBL 教学法应用于中职内科护理教学中,能显著提升学生的专业水平,让学生更满意。     

PBL教学法在《营养与饮食保健》教学中的应用初探

以问题为基础的教学法(PBL)是一种以学生主动学习为主,教师引导为辅的新型教学模式,在营养与饮食保健教学中引入PBL教学法,改变了传统以教师为中心的教学方式,以问题式教学为基础,以小组讨论和展示为方式,给学生充分的自我思考和表现空间,通过课堂教学实践和对比研究表明PBL教学法可以提高学生的学习效率和学习兴趣,培养学生的自学能力、解决问题的能力和团队协作能力,适合在营养与饮食保健教学中应用和推广。     

LBL及CBL教学法相结合在心血管内科见习教学中的应用

LBL教学法以讲座为基础,以教师为主导,发挥传统教学中授课内容系统、全面、连贯性强的优势,CBL教学法以案例为基础,学生为主体,弥补LBL教学中学生课堂参与性差、学习积极性不高的不足。心血管内科学的教学要求理论性与实践性高度结合。本文阐述了心内科见习教学中LBL和CBL教学法的结合应用,探讨了以LBL教学法为基础、CBL教学法为主导的教学模式。     

试论中职医用化学PBL教学法的环境创设措施

所谓问题导向学习(Problem-Based Learning,PBL)教学法,是一种以问题为基础的教学方法,强调学生的主体地位,以培养学生学习能力为教学主要目标,可以显著提升教学效果。分析了在中职医用化学教学中运用PBL教学法的优势,并按照教师课前设置问题、学生课下整理资料、学生课堂分组讨论、教师课堂补充总结的流程,提出了创设PBL教学法环境的措施。     

PB L教学法在临床医学教育中应用探讨

本文通过对深圳大学医学部自2011年至2017年临床本科生以问题为基础的教学模式(Problem-basedlearning,PBL)进行认知和感受的调查,分析PBL教学法在临床医学教育中的应用优势、不足以及具体的开展措施。结果发现,75%的学生和87%的教师认可PBL教学法,但是83%的学生和67%的老师认为PBL教学应在大学二年级开始,甚至更后期。     

PBL小讲课结合CBL教学法在骨科临床教学中的应用

为了探讨PBL小讲课结合CBL教学法在骨科临床教学中的效果。本研究将84名2011级临床本科生随机分为PBL教学法和PBL小讲课结合CBL教学法,教学结束后通过调查问卷及考试形式对教学效果进行评价。PBL小讲课结合CBL组学生的学习主动性、查阅文献能力、案例分析能力明显高于单纯PBL教学法,其理论及案例分析考核成绩明显优于对照组(P<0.05),但两组在技能操作考核上差异无统计学意义。PBL小讲课结合联合CBL教学法有助于培养学生学习主动性、查阅文献、独立思考和解决问题的临床思维能力,可明显提高理论教学质量,但必须加强临床技能操作的培训,方能全面提高骨科教学质量。     

PBL教学法在生物化学实验教学中的开展概况及发展趋势

在生物化学实验教学中引入PBL教学法已成热点。大量研究结果表明,PBL教学法能能够激发学生学习积极性,提高其综合能力,提升实验教学水平,优于传统教学法。但由于PBL教学法对教学资源储备、学生自学能力、教师思想观念及知识储备、教学效果评价体系要求较高,造成某些医学院校及教师在推行PBL教学法时遇到困难。为有效解决以上困难,运用CBL结合PBL教学法,创新发展与PBL教学法相结合的新型教学方法,是成为PBL教学法在生物化学实验教学中的发展应用PBL教学法的新趋势。     

PBL教学法在外科护理学教学中的应用

以问题为基础的学习(Problem Based Learning,PBL)是一种以病人问题为基础、教师为指导、学生为中心的小组讨论式的教学方法。这种教学方法以临床问题激发学生学习的动力和引导学生把握学习内容,强调从问题着手,应用知识去分析和解决问题,是一     

PBL教学法在《食品化学》教学中的应用

PBL教学法是以问题为基础、学生为中心、教师为导向的一种学习方法,强调对学生进行启发式的教学,以培养学生自学和解决实际问题的能力。本文介绍了PBL教学法与传统教学法的区别．并将PBL教学法应用于食品化学的教学实践中．分析了PBL教学法的优缺点,总结了PBL教学法对教师提出的挑战与要求。     

基于Blackboard的项目学习研究与实践

项目学习（PBL）是一种应用项目管理的理念,以学生为中心的探究教学模式。Blackboard平台能够满足项目学习所需要的网络学习环境,能为网络环境下项目学习的开展提供所需工具。根据课程的需要和特点,《Photoshop平面设计》网络课程通过课程学习、协作交流和学习评价三个模块的设计与建构,实现了Blackboard平台下的项目学习。     

网络环境下PBL的模式研究

PBL(Problem-based Learning),即基于问题的学习。该学习模式的主要特点是学习者围绕着复杂问题的解决而结合成小组,小组成员在自主学习的基础上,相互间进行合作,共同为解决问题而努力。在现代远程教育领域中,PBL有着广泛的应用前景。我们研究认为,Internet环境下PBL的模式大体具有以下六个环节,依次是:设计并开发问题,把学习者组织成小组,传输问题并引导学习者确定学习目标,小组成员独立自主的学习,小组成员相互汇报和讨论各自学习的结果,师生对于解决问题的过程进行总结和评价。     

Integrating creativity training into Problem and Project-Based Learning curriculum in engineering education

In order to foster creative engineers, a creativity training programme was carried out in medialogy education in a Problem and Project-Based Learning (PBL) environment at Aalborg University, Denmark. This paper focuses on the question of how engineering students perceive the strategy of integrating creativity training into a PBL curriculum. A total of 20 medialogy students in the training programme were interviewed. The data shows that the training programme was thought useful and students get benefits such as gaining project work skills, creative concepts and confidence of being creative. However, limitations of the programme show that only five days of training did not fit the requirements of learning skills in PBL. So the supervisors are suggested to offer more creativity techniques and process engagement to move projects forward.     

“LBL—CBL—PBL—RBL四轨教学模式”在任职教育中的应用

在分别介绍以授课为向导、以案例为向导、以问题为向导和以资源为向导的四种教学模式（LBL、CBL、PBL和RBL）的基础上,结合任职教育的特点,提出了在任职教育中运用“LBL—CBL—PBL—RBL四轨教学模式”的观点,并对如何运用这一教学模式进行了深入的探讨。     

有关Mobile Learning学习环境的反思

目前,对移动学习领域的相关分析和讨论可以说是教育技术领域研究的一个热点。但是,在移动学习的开展过程中,势必会带来些问题与争论。针对移动学习的学习环境方面进行相关的反思和探究,以便更为有效地促进移动学习的开展。     

Full time adult credential students'' instructional preferences at California State University, Long Beach:pedagogy or andragogy?

This study investigated the instructional preferences of full time adult credential students after they took a live course called Principles of Adult Education at California State University, Long Beach (CSULB) in the fall semester of 2002. These full time adult credential students had been working on their adult teaching credentials to meet the competencies specified by the California Commission on Teacher Credentialing. The course introduced students to Andragogy developed by Malcolm Knowles out of the andragogical model developed by Lindeman (1926). The study used Principles of Adult Learning Scales (PALS), advanced by Gary Conti in 1983 to measure instructional preferences. Data were collected from 30 (100% of 30) full time adult credential students enrolled in a live course to determine their instructional preferences of helping adults learn. The results of the study showed in most cases these adult learning professionals taught adult students andragogically; in some cases they taught adult students pedagogically.     

Full time adult credential students?instructional preferences at California State University, Long Beach: pedagogy or andragogy?

INTRODUCTIONTheimplementationofandradogy,theartandscienceofhelpingadultslearn,toenhanceadultlearninghasbeenakeyissueintheeducationandtrainingofadultsinthe21stcentury.Thesignifi-canceofthestudywastodeterminehowadultlearningprofessionalspracticeandragogyafter30yearsofitspurposefulimplementation.Andragogy,accordingtoNuckles(2000),isaconceptinadulteducationthatflowsdirectlyfromhumanisticedu-cationalphilosophy.TheandragogicalmodelwasfirstdevelopedbyEdwardLindeman(1926).MalcolmKnowles,develop…     

Full time adult credential students’ instructional preferences at California State University,Long Beach: pedagogy or andragogy?

This study investigated the instructional preferences of full time adult credential students after they took a live course called Principles of Adult Education at California State University, Long Beach, (CSULB) in the fall semester of 2002. These full time adult credential students had been working on their adult teaching credentials to meet the competencies specified by the California Commission on Teacher Credentialing. The course introduced students to Andragogy developed by Malcolm Knowles out of the andragogical model, developed by Lindeman (1926). The study used Principles of Adult Learning Scales (PALS), advanced by Gary Conti in 1983 to measure instructional preferences. Data were collected from 30 (100% of 30) full time adult credential students enrolled in a live course to, determine their instructional preferences of helping adults learn. The results of the study showed in most cases these adult learning professionals taught adult students andragogically: in some cases they taught adult students pedagogically.     

Project-Based Learning for the 21st Century: Skills for the Future

Project-Based Learning (PBL) is an innovative approach to learning that teaches a multitude of strategies critical for success in the twenty-first century. Students drive their own learning through inquiry, as well as work collaboratively to research and create projects that reflect their knowledge. From gleaning new, viable technology skills, to becoming proficient communicators and advanced problem solvers, students benefit from this approach to instruction.