WPBL教学法与PBL教学法在生理学教学中的比较研究

目的在前期研究问题为基础的学习（problem-based learning,PBL）基础上,进行基于网络的以问题为基础的学习（web problem-based learning,WPBL）与PBL教学法的比较研究,以为教学改革的研究提供实践基础和理论依据.方法2011级药学2、3班各54人共108人,分为WPBL教学组和PBL教学组.WPBL教学组对教学内容采用WPBL教学法实施教学,PBL教学组对教学内容采用PBL教学法实施教学.课程结束后,对两组学生的考试成绩进行统计学分析,并对教学方法和教学效果通过问卷调查方式进行评价.结果WPBL组与PBL组比较,学生的考试成绩优于对照组（P＜0.01）,及格率两者比较差异不显著（P＞0.05）;教学方法和效果评价方面,WPBL法比PBL法在提高学生分析解决问题的能力、学习的主观能动性和积极性,有效信息的摄取和师生间的交流方面存在更大的优越性（P＜0.05或P＜0.01）.结论WPBL教学法在生理学教学的应用中比PBL法有更大的优越性,值得推广.

Comparative Study of WPBL Teaching Method and PBL Teaching Method in the Teaching of Physiology

Aims：On the basis of problem--based learning（PBL）in previous studies, to compare with web problem-based learning（WPBL） and PBL teaching method,providing practical and theoretical basis for the study of teaching reform.Methods;Class 2 and Class 3 from 2011 pharmacy major were chosen as WPBL group and PBL group（n=54）.WPBL group adopted the implementation of WPBL teaching method white PBL were given PBL teaching method.By the end of the course,the test scores of the students between the two groups were analyzed, and the teaching method and effect were evaluated with the questionnaire as well.Results;The test score in WPBL group was significantly better than that in PBL group（P〈0.01）,the pass rate was not significant difference（P〉0.05）.Furthermore,WPBL group had more advantage in enhancing the students＇ability of analysing and solving problems,increasing the initiative and enthusiasm of learning,intaking effective information and promoting the communication between teachers and students than PBL group（P〈0.05 or P〈0.01）. Conclusion;WPBL teaching method had greater superiority in physiology teaching than PBL method,which was worthy to be popularized.