中国医学创新
中國醫學創新
중국의학창신
MEDICAL INNOVATION OF CHINA
2014年
29期
74-76
,共3页
问题式教学法%传统教学法%护理实验%教学成绩%教学评价
問題式教學法%傳統教學法%護理實驗%教學成績%教學評價
문제식교학법%전통교학법%호리실험%교학성적%교학평개
PBL teaching method%Traditional teaching method%Nursing experiment%Teaching results%Teaching evaluation
目的：观察和探讨问题式教学法（PBL）在护理实验中的应用价值。方法：将2013-2014年本校护理专业学生90人随机分为观察组48人和对照组42人，其中观察组学生应用问题式教学法，对照组学生采用传统教学法，观察两组学生阶段考核成绩，并对教学效果进行评价和分析。结果：观察组学生考试成绩优良率为95.83%，对照组学生考试成绩优良率为71.43%，两组学生阶段考核成绩优良率比较差异具有统计学意义（P<0.05）；两组学生实验报告成绩比较差异具有统计学意义（P<0.05），说明PBL模式能够有效提高护理实验报告水平；分别在课堂气氛、学生间沟通、师生间沟通、主动参与方面进行评估，差异均具有统计学意义（P<0.05），说明PBL模式能够从多方面提高教学评价。结论：将问题式教学法应用于护理实验教学中教学效果良好，多方面提高了护理教学效果评价，对护理教育具有较高的应用价值，值得教学单位推广应用。
目的：觀察和探討問題式教學法（PBL）在護理實驗中的應用價值。方法：將2013-2014年本校護理專業學生90人隨機分為觀察組48人和對照組42人，其中觀察組學生應用問題式教學法，對照組學生採用傳統教學法，觀察兩組學生階段攷覈成績，併對教學效果進行評價和分析。結果：觀察組學生攷試成績優良率為95.83%，對照組學生攷試成績優良率為71.43%，兩組學生階段攷覈成績優良率比較差異具有統計學意義（P<0.05）；兩組學生實驗報告成績比較差異具有統計學意義（P<0.05），說明PBL模式能夠有效提高護理實驗報告水平；分彆在課堂氣氛、學生間溝通、師生間溝通、主動參與方麵進行評估，差異均具有統計學意義（P<0.05），說明PBL模式能夠從多方麵提高教學評價。結論：將問題式教學法應用于護理實驗教學中教學效果良好，多方麵提高瞭護理教學效果評價，對護理教育具有較高的應用價值，值得教學單位推廣應用。
목적：관찰화탐토문제식교학법（PBL）재호리실험중적응용개치。방법：장2013-2014년본교호리전업학생90인수궤분위관찰조48인화대조조42인，기중관찰조학생응용문제식교학법，대조조학생채용전통교학법，관찰량조학생계단고핵성적，병대교학효과진행평개화분석。결과：관찰조학생고시성적우량솔위95.83%，대조조학생고시성적우량솔위71.43%，량조학생계단고핵성적우량솔비교차이구유통계학의의（P<0.05）；량조학생실험보고성적비교차이구유통계학의의（P<0.05），설명PBL모식능구유효제고호리실험보고수평；분별재과당기분、학생간구통、사생간구통、주동삼여방면진행평고，차이균구유통계학의의（P<0.05），설명PBL모식능구종다방면제고교학평개。결론：장문제식교학법응용우호리실험교학중교학효과량호，다방면제고료호리교학효과평개，대호리교육구유교고적응용개치，치득교학단위추엄응용。
Objective:To observe and discuss the application value of PBL in nursing experimental teaching. Method:90 students of nursing major were divided into observation group 48 cases and control group 42 cases. Observation group was given PBL teaching method while control group was given traditional teaching method. Stage evaluation results of students were observed and teaching effects were evaluated and analyzed. Result:Excellent and good rate of examination results of students of observation group was 95.83%,which obviously higher than 71.43%of control group(P<0.05);there were significant differences between the two groups on experimental report scores(P<0.05), indicating that PBL mode could effectively improve nursing experimental report level;there were significant differences between the two groups on classroom climate,communication among students,communication between teacher and student,active participation(P<0.05),indicating that PBL mode can improve teaching evaluation in many aspects. Conclusion:PBL teaching method in nursing experimental teaching has a good teaching effect. It can improve nursing teaching effect evaluation in many aspects,and it has high application value to nursing education,so it is worth of being popularized in academic units.
