摘要
目的问题式学习是鼓励学生内在感兴趣的深度学习的方法。探讨PBL是否对学生学习深度和广度存在影响,是否由不同学习环境造成这些影响以及它们与课程实施的相关性。方法建立以学生为中心的教学方法。PBL学生小组讨论专业相关的问题,根据学习中的问题制定个人自学计划。结果 PBL方法对学习深度有更积极的影响,与浅在学习的效果存在差异。PBL被认为加强主动学习和学生的内在动机,提高深度学习。满堂灌的高工作负载的评估被认为不值得。相对满堂灌的教学对机械式浅在学习影响较小,更能提高深度学习,有力的证据支持这一结论。结论 PBL方法明显提高临床专业学生学习效率。
Objective Problem-based learning（PBL） enhance application and integration of knowledge, which is assumed to encourage students towards a deep learning approach in which students are intrinsically interested and try to understand what is being studied. This article investigates：（1） the effects of PBL on students＇ deep and surface approaches to learning,（2） whether and why these effects do differ across（a） the context of the learning environment, and（b） study quality. Methods Studies were searched dealing with PBL and students＇ approaches to learning. We establish a student-centered teaching method. PBL student groups to discuss problems related to professional learning problems develop selfstudy. Results The results indicate that PBL does enhance deep learning with studies. And PBL has a more positive impact on the deep approach compared to an implementation within a single course. Conclusion PBL is assumed to enhance active learning and students＇ intrinsic motivation, which enhances deep learning. A high perceived workload and assessment that is perceived as not rewarding deep learning are assumed to enhance surface learning.
出处
《中国继续医学教育》
2016年第3期35-36,共2页
China Continuing Medical Education
关键词
问题式学习
深度学习
学习方法
研究生教学
Problem-based learning
Deep approach
Learning method
Graduate teaching
