中国医药导报
中國醫藥導報
중국의약도보
CHINA MEDICAL HERALD
2015年
11期
157-159,164
,共4页
TBL%眼%耳鼻咽喉和口腔护理学%教学
TBL%眼%耳鼻嚥喉和口腔護理學%教學
TBL%안%이비인후화구강호이학%교학
TBL%Nursing of ear-nose-throat department and stomatology%Teaching
目的：对TBL教学模式教学法在眼、耳鼻咽喉和口腔护理学教学中进行效果评估。方法将益阳医学高等专科学校三年制涉外护理专业2010级100名学生随机分为研究组和对照组，每组各50名。研究组采用TBL教学法，对照组采用传统教学法。观察并比较两组学生在自主学习、合作团结、沟通能力、理论知识和操作技能之间的联系等指标。结果研究组学生认为教学法有利于自主学习(98.4豫)、合作团结(97.1豫)、沟通能力(94.6豫)、理论知识和操作技能之间的联系(94.3%)等方面的百分率，明显高于对照组(79.4豫、85.5豫、81.1豫、80.8豫)，差异有统计学意义(P<0.05)；研究组在期末理论考试成绩[(95.9±11.5)分]和操作考试成绩[(96.4±10.9)分]明显高于对照组[(83.5±10.1)、(84.7±11.6)分]，差异有统计学意义(P<0.05)。结论 TBL教学方法明显提高了学生运用和掌握知识的能力，培养了学生学习的主动性和团队合作精神。
目的：對TBL教學模式教學法在眼、耳鼻嚥喉和口腔護理學教學中進行效果評估。方法將益暘醫學高等專科學校三年製涉外護理專業2010級100名學生隨機分為研究組和對照組，每組各50名。研究組採用TBL教學法，對照組採用傳統教學法。觀察併比較兩組學生在自主學習、閤作糰結、溝通能力、理論知識和操作技能之間的聯繫等指標。結果研究組學生認為教學法有利于自主學習(98.4豫)、閤作糰結(97.1豫)、溝通能力(94.6豫)、理論知識和操作技能之間的聯繫(94.3%)等方麵的百分率，明顯高于對照組(79.4豫、85.5豫、81.1豫、80.8豫)，差異有統計學意義(P<0.05)；研究組在期末理論攷試成績[(95.9±11.5)分]和操作攷試成績[(96.4±10.9)分]明顯高于對照組[(83.5±10.1)、(84.7±11.6)分]，差異有統計學意義(P<0.05)。結論 TBL教學方法明顯提高瞭學生運用和掌握知識的能力，培養瞭學生學習的主動性和糰隊閤作精神。
목적：대TBL교학모식교학법재안、이비인후화구강호이학교학중진행효과평고。방법장익양의학고등전과학교삼년제섭외호리전업2010급100명학생수궤분위연구조화대조조，매조각50명。연구조채용TBL교학법，대조조채용전통교학법。관찰병비교량조학생재자주학습、합작단결、구통능력、이론지식화조작기능지간적련계등지표。결과연구조학생인위교학법유리우자주학습(98.4예)、합작단결(97.1예)、구통능력(94.6예)、이론지식화조작기능지간적련계(94.3%)등방면적백분솔，명현고우대조조(79.4예、85.5예、81.1예、80.8예)，차이유통계학의의(P<0.05)；연구조재기말이론고시성적[(95.9±11.5)분]화조작고시성적[(96.4±10.9)분]명현고우대조조[(83.5±10.1)、(84.7±11.6)분]，차이유통계학의의(P<0.05)。결론 TBL교학방법명현제고료학생운용화장악지식적능력，배양료학생학습적주동성화단대합작정신。
Objective To evaluate the effect assessment of the application of TBL teaching mode in ear-nose-throat and stomatology nursing teaching. Methods The three-year foreign nursing Grade 2010, 100 students were randomly divided into experiment group and the control group, 50 students in each group, the experiment group was given the TBL teaching method, the control group was given traditional teaching method. The independent study, cooperative uni-ty, communication skills, theoretical knowledge and skills of contact and other indicators between two groups were ob-served and compared. Results The students thought the teaching method was available for independent study (98.4%), cooperative unity (97.1%), communication skills (94.6%), links between theoretical knowledge and operational skills (94.3%) and other aspects in the experiment group were hgiher than those in the control group (79.4%, 85.5%, 81.1%, 80.8%), the differences were statistically significant (P< 0.05). At the end of term, the theory test [(95.9±11.5) scores] and operational test [(96.4±10.9) scores] of the experiment group were significantly higher than those of the control group [(83.5±10.1), (84.7±11.6) scores], the differences were statistically significant (P < 0.05). Conclusion TBL teaching method can significantly improve the ability of the students to use and master knowledge, and also to cultivate the students' learning initiative and team work spirit.
