CAJ | 학술논문

目的：探讨以问题为基础的教学法(PBL)在药剂学教学改革实践中对学生学习风格的影响及效果。方法以遵义医学院2009级和2010级药学专业180名学生采用传统教学为传统教学组，2011级和2012级180名学生采用PBL教学为PBL教学组，采用期末理论成绩和实验成绩作为考核成绩；采用格拉沙-赖克曼的学习风格量表(Grasha-Reichmann Student Learn-ing Style Scale, GRSLSS)评价教学改革对学生学习风格变化的影响；以学生满意度评价整体教学效果。结果传统教学组的理论成绩和实验成绩分别是(70.80依6.81)分和(80.00依7.14)分，均明显低于PBL教学(80.50依7.33)分和(89.00依7.87)分(均P<0.05)；在传统组中回避型和依赖型的GRSLSS平均分数均高于PBL教学组(均P<0.05)，独立型、协作型、竞争型和参与型的GRSLSS平均分数均低于PBL教学组(均P<0.05)；学生对PBL教学的满意度明显高于传统教学组(P<0.05)。结论在药剂学教学改革实践中采用PBL教学有利于提高学生学习成绩，改变学生学习风格，使学生在学习上更具有独立性、协作性、竞争性和积极参与学习中。整体上看学生对PBL教学表示满意，值得在今后的教学中有推广。
목적：탐토이문제위기출적교학법(PBL)재약제학교학개혁실천중대학생학습풍격적영향급효과。방법이준의의학원2009급화2010급약학전업180명학생채용전통교학위전통교학조，2011급화2012급180명학생채용PBL교학위PBL교학조，채용기말이론성적화실험성적작위고핵성적；채용격랍사-뢰극만적학습풍격량표(Grasha-Reichmann Student Learn-ing Style Scale, GRSLSS)평개교학개혁대학생학습풍격변화적영향；이학생만의도평개정체교학효과。결과전통교학조적이론성적화실험성적분별시(70.80의6.81)분화(80.00의7.14)분，균명현저우PBL교학(80.50의7.33)분화(89.00의7.87)분(균P<0.05)；재전통조중회피형화의뢰형적GRSLSS평균분수균고우PBL교학조(균P<0.05)，독립형、협작형、경쟁형화삼여형적GRSLSS평균분수균저우PBL교학조(균P<0.05)；학생대PBL교학적만의도명현고우전통교학조(P<0.05)。결론재약제학교학개혁실천중채용PBL교학유리우제고학생학습성적，개변학생학습풍격，사학생재학습상경구유독립성、협작성、경쟁성화적겁삼여학습중。정체상간학생대PBL교학표시만의，치득재금후적교학중유추엄。
Objective To Investigate the influence and effect of problem-based learning (PBL) on pharmaceutics teaching for stu-dent's learning style. Methods 180pharmacy students of Zunyi medical college in grade 2009 and 2010 received traditional teaching were traditional teaching group and 180pharmacy students of Zunyi medical college in grade 2011 and 2012 received PBL teaching were PBL teaching group. The evaluation of assessment included the final examination and experiment scores;Grasha-Reichmann Student Learning Style Scale (GRSLSS) was used to evaluate the influence of educational reform on student's learning style and the satisfaction of students was used to evaluateintegration teaching effect. Results The final examination and experiment scores in traditional teaching group were less than PBL teaching group (70.80±6.81)vs (80.50±7.33), (P<0.05);(80.00±7.14)vs (89.00±7.87),(P<0.05). The GRSLSS average score of avoidant and dependent in traditional teaching group were higher than PBL teaching group (allP<0.05) and The GRSLSS average score of independent, competitive and participant in tradi-tional teaching group were less than PBL teaching group(all P<0.05).Meanwhile, the satisfaction in PBL teaching group was appar-ently higher thantraditional teaching group(P<0.05). Conclusions PBL used in pharmiceducational reform can improve student's a-cademic performance, change the student's learning style and promote the development of independent, competitive and partici-pant. So overall, PBL received great satisfaction and worth to be popularized.