CAJ | 학술논문

为探讨PBL教学模式在“食品营养学”课程教学中的应用，选取2011级食品营养与检测专业A班和B班的学生为研究对象，A班学生为PBL组，B班学生为LBL组。教学实施后进行笔试和问卷调查两种方式来完成效果评估。结果显示：2组学生笔试中基础知识部分得分差异无统计学意义(P>0.05)，但专业技能部分PBL组得分高于LBL组(P<0.05)。 PBL组在激发学习兴趣、提高文献查阅能力、提高解决问题的能力、培养学生自主学习能力等方面优于LBL组(P<0.01)。课堂实践证明，PBL教学模式在“食品营养学”教学应用中效果显著，可以推广。
위탐토PBL교학모식재“식품영양학”과정교학중적응용，선취2011급식품영양여검측전업A반화B반적학생위연구대상，A반학생위PBL조，B반학생위LBL조。교학실시후진행필시화문권조사량충방식래완성효과평고。결과현시：2조학생필시중기출지식부분득분차이무통계학의의(P>0.05)，단전업기능부분PBL조득분고우LBL조(P<0.05)。 PBL조재격발학습흥취、제고문헌사열능력、제고해결문제적능력、배양학생자주학습능력등방면우우LBL조(P<0.01)。과당실천증명，PBL교학모식재“식품영양학”교학응용중효과현저，가이추엄。
To explore the application of PBL teaching model in the course of food nutrition,We select food nutrition and detection professional students in 2011 as the object of study, the students in class A is for group PBL, and B class students is for the LBL group. The written test and a questionnaire survey are completed the effect evaluation. There was no statistically difference of two groups students in the basic knowledge score (P>0.05), but the professional skills of PBL group scored higher than those in group LBL (P < 0.05). In group PBL, stimulate interest in learning, improve the literature ability, improve the ability to solve problems, to cultivate students' autonomous learning ability were better than that of LBL group (P < 0.01). The PBL teaching mode effective used in teaching of food nutrition, it is worth promoting in the teaching of food nutrition.