中华医学教育探索杂志
中華醫學教育探索雜誌
중화의학교육탐색잡지
Chinese Journal of Medical Education Research
2015年
6期
557-560
,共4页
以问题为基础的学习%案例教学%以团队为基础的学习%翻转课堂%认识误区
以問題為基礎的學習%案例教學%以糰隊為基礎的學習%翻轉課堂%認識誤區
이문제위기출적학습%안례교학%이단대위기출적학습%번전과당%인식오구
Problem-based learning%Case-based learning%Team-based learning%Flipped classroom%Misunderstanding
以问题为基础的学习(problem-based learning,PBL)已经在国内得到广泛应用,但教学实践过程中对PBL的认识仍存在许多误区.如,把问题误解为要求回答题目而非需要加以解决的疑难,把案例教学(case-based learning,CBL)等同为PBL,把以团队为基础的学习(team-based learning,TBL)误认为PBL,降低了PBL教学效果.为此,结合文献及教学实践经验,在简要探讨PBL教学中“问题”内涵的基础上,比较PBL与CBL、PBL与TBL、PBL与翻转课堂的特征和内涵,从而对PBL教学认识的误区进行深入剖析.由此提出,只有利用临床案例情景引导学生发现自身解决问题所需知识的缺陷,并通过学生自主学习获取隐含于问题背后的科学知识的过程,才是真正意义上的PBL.
以問題為基礎的學習(problem-based learning,PBL)已經在國內得到廣汎應用,但教學實踐過程中對PBL的認識仍存在許多誤區.如,把問題誤解為要求迴答題目而非需要加以解決的疑難,把案例教學(case-based learning,CBL)等同為PBL,把以糰隊為基礎的學習(team-based learning,TBL)誤認為PBL,降低瞭PBL教學效果.為此,結閤文獻及教學實踐經驗,在簡要探討PBL教學中“問題”內涵的基礎上,比較PBL與CBL、PBL與TBL、PBL與翻轉課堂的特徵和內涵,從而對PBL教學認識的誤區進行深入剖析.由此提齣,隻有利用臨床案例情景引導學生髮現自身解決問題所需知識的缺陷,併通過學生自主學習穫取隱含于問題揹後的科學知識的過程,纔是真正意義上的PBL.
이문제위기출적학습(problem-based learning,PBL)이경재국내득도엄범응용,단교학실천과정중대PBL적인식잉존재허다오구.여,파문제오해위요구회답제목이비수요가이해결적의난,파안례교학(case-based learning,CBL)등동위PBL,파이단대위기출적학습(team-based learning,TBL)오인위PBL,강저료PBL교학효과.위차,결합문헌급교학실천경험,재간요탐토PBL교학중“문제”내함적기출상,비교PBL여CBL、PBL여TBL、PBL여번전과당적특정화내함,종이대PBL교학인식적오구진행심입부석.유차제출,지유이용림상안례정경인도학생발현자신해결문제소수지식적결함,병통과학생자주학습획취은함우문제배후적과학지식적과정,재시진정의의상적PBL.
Problem-based learning (PBL) has been widely used all around the country.But there are still many misconceptions on the understanding of the PBL teaching in the process of teaching practice,which reduces the PBL teaching effect.For example,it is a misunderstanding to put problems to asking for answers to the questions other than solving the problems and to put case-based learning (CBL) and team-based learning (TBL) to PBL.In this paper,we combined the references with the practice experience to compare PBL with CBL,TBL and flipped instruction in both features and connotations based on the brief discussion of the "problem" in PBL teaching,to further strengthen the understanding of the PBL teaching.It is only the use of clinical cases to guide students to find the defects of the knowledge required for solving the problem and the process of acquiring the scientific knowledge which is implicit in the problem through the students' autonomous learning that can be called as PBL teaching.
