摘要
本文分析了传统教学方法（1ecture-based learning）、以病例为基础学习教学方法（case-based learning）及以问题为基础学习教学方法（problem—based learning）在口腔修复学教学中应用的优势及面临的问题，同时结合首都医科大学的实际，探讨了在口腔修复学教学中应用3种教学方法的具体情况，并根据情况所进行的一些修正和改进。为了适应目前教育环境和医疗需求，我们认为在修复学教学改革中不适合简单地将3种教学方法混合使用，应当是不同教学方法的循序渐进和分阶段应用。
The advantages and problems encountered in implementing of lecture based learning （ LBL）, problem-based learning（PBL） and case-based learning （CBL） teaching methods in prosthodontics education were analyzed. Specifically, this paper focused on the applications of the three teaching methods in Capital Medical University, and addresses measures and practices in using each method of delivery. The difficulties of using these methods in the traditional learning environment were provided, as well as the learning programs and adaptation in prosthodontics education. The forms of education reform promoted the adoption of progressive education practices, and all the proposed solutions were to meet the current educational environment and medical needs, h was proposed that the guidelines on how to take measures to apply these methods should be gradually provided in each stage, rather than just simply blending them together.
出处
《中华医学教育杂志》
2013年第3期411-412,420,共3页
Chinese Journal of Medical Education
基金
首都医科大学2012年度基础临床合作研究基金“骨丢失环境下不同微结构材料对骨再生的影响及机制研究”（12JL68）
关键词
口腔修复学
教学方法
问题
对策
Prosthodontics
Teaching method
Problems
Solutions
