摘要
目的:本文通过探讨TBL教学法在诊断学教学中的应用,以更好地提高教学效果和质量。方法:针对我院2011级临床医学系本科学生,随机选择两个班,一班为观察班,二班为对照班,对两个班分别采取TBL和LBL教学法进行教学。统计分析两班学生的学习情况。结果:两个班学生在基本技能掌握程度方面比较无显著性差异(P>0.05);观察班学生的查体诊断正确率明显高于对照班学生,两组比较有统计学差异(P<0.01或P<0.05)。结论:TBL教学法有助于提高课堂教学质量和教学效率,能增强学生解决问题的能力和团队合作意识,在诊断学教学中有较高的推广应用价值。
Objective： To study the application of TBL teaching method in the teaching of diagnostics, in order to better improve the teaching effect and quality. Methods： According to clinical medicine undergraduate students from Grade 2011 of our university, the writer randomly selected two classes with Class One as the observation class and Class Two as the control class, and adopted TBL and LBL teaching methods for them respectively.And then the learning situations of students from the two classes were concluded and analyzed. Results： There is no significant difference on basic skills mastery between the two classes（P〈0.05）; the accuracy of diagnosis of the observation class is significantly higher than that of the control class, and there is a statistical difference（P〈0.01 or P〈0.05）. Conclusion： TBL teaching method helps to improve the quality and efficiency of classroom teaching, and enhance students＇ ability of problem solving and consciousness of team cooperation, so it has higher application value in diagnostics teaching.
出处
《科教文汇》
2015年第21期70-71,共2页
Journal of Science and Education
