CAJ | 학술논문

目的:探讨逆向PBL(Reverse problem -based learning ,RPBL)教学法结合形成性评价模式的教学效果 ,为预防医学和卫生检验专业学分制教学改革方案的实施提供参考依据.方法:选取2010级预防医学本科1班(38人)和2011级卫检验本科班(40人)作为观察组 ,运用 RPBL教学法结合形成性评价教学模式 ;选取2010级预防医学本科2班(37 人)和2010级卫生检验本科班(38 人)作为对照组 ,运用传统教学法结合"总结性"考试评价模式.通过期末理论考试和问卷调查进行教学效果评价. 结果:观察组《卫生化学》期末考试平均成绩为70 .7分 ,对照组为67 .2分 ,两组比较差异有统计学意义( P < 0 .05 );观察组《食品理化检验》期末考试平均成绩为76 .3分 ,对照组为70 .5分 ,两组比较差异有统计学意义( P <0 .05);问卷调查结果表明 RPBL 结合形成性评价模式对学生分析和解决问题的能力、知识面的拓展、语言表达能力、沟通协作能力和激发学习兴趣等方面均有较大提高.结论:一定比例的 RPBL 教学法结合形成性评价模式可以提高学习成绩 ,改善教学效果 ,适合在我校预防医学和卫生检验专业学分制教学改革中开展.
목적:탐토역향PBL(Reverse problem -based learning ,RPBL)교학법결합형성성평개모식적교학효과 ,위예방의학화위생검험전업학분제교학개혁방안적실시제공삼고의거.방법:선취2010급예방의학본과1반(38인)화2011급위검험본과반(40인)작위관찰조 ,운용 RPBL교학법결합형성성평개교학모식 ;선취2010급예방의학본과2반(37 인)화2010급위생검험본과반(38 인)작위대조조 ,운용전통교학법결합"총결성"고시평개모식.통과기말이론고시화문권조사진행교학효과평개. 결과:관찰조《위생화학》기말고시평균성적위70 .7분 ,대조조위67 .2분 ,량조비교차이유통계학의의( P < 0 .05 );관찰조《식품이화검험》기말고시평균성적위76 .3분 ,대조조위70 .5분 ,량조비교차이유통계학의의( P <0 .05);문권조사결과표명 RPBL 결합형성성평개모식대학생분석화해결문제적능력、지식면적탁전、어언표체능력、구통협작능력화격발학습흥취등방면균유교대제고.결론:일정비례적 RPBL 교학법결합형성성평개모식가이제고학습성적 ,개선교학효과 ,괄합재아교예방의학화위생검험전업학분제교학개혁중개전.
Objective:To discuss the teaching effects of reverse problem - based learning (RPBL ) teaching method combined with formative evaluation mode in teaching and provide evidence for the implementation of the credit system scheme in the preventive medicine specialty and health inspection specialty .Methods :Class 1 Grade 2010 in preventive medicine specialty(38 students) and class 1 Grade 2011 in health inspection specialty(40 students) were selected as the observation group ,which adopted the RPBL teaching method com-bined with formative evaluation mode in teaching .Class 2 Grade 2010 in preventive medicine specialty (37 students) and class 1 Grade 2010 in health inspection specialty(38 students) were selected as the control group ,which adopted the traditional lecture -based learning (LBL) teaching method combined with summative test mode in teaching .The teaching effects of the two groups were evaluated by final theory examinations and questionnaires .Results:The average score of final exam in sanitary chemistry course in the observation group was 70 .7 ,and that of the control group was 67 .2 ,which had significant difference between the two groups ( P < 0 .05) .The average score of food physical and chemical analysis course in the observation group was 76 .3 ,and that of the control group was 70 .5 ,which had significant difference between the two groups( P <0 .05) .The questionnaire analysis showed that the students in the observation group improved a lot in terms of the ability of analyzing and solving problems ,the expansion of Knowledge ,oral expression ability ,communica-tive and cooperative ability ,and learning interest ,etc .Conclusion:The suitable proportional application of RPBL teaching method com-bined with formative evaluation mode in teaching can improve students'academic records and teaching effects ,and is suitable to be carried out in the credit system scheme with the preventive medicine specialty and health inspection specialty in our college .