摘要
目的探讨基于网络的以问题为基础的学习(web—problem—based learning,WPBL)在“基础护理学”课程中的应用效果。方法选取天津某大学2012级172名护生作为教学对象,以班为单位分为对照组(n=83)和干预组(n=89)。对照组主要采用传统教学,干预组采用WPBL教学。两组教学效果采用考试、学习积极主动性评价量表、教学效果评价问卷衡量,并对干预组实施教学满意度问卷调查。采用SPSS18.0,组间比较行t检验。结果理论考试中,干预组护生的综合分析应用题成绩优于对照组,差异有统计学意义(P〈0.05)。课后的学习积极主动性评价中,干预组护生的控制学习维度得分高于对照组,差异有统计学意义[(14.78±2.16)vs.(13.58±2.16);t=-3.58,P=-0.000]。干预组护生对教学效果各项评分均优于对照组,差异均有统计学意义(P〈0.05)。共回收干预组护生教学满意度有效问卷83份,其中73人(88.0%)认为WPBL能提高自主学习能力,71人(85.5%)认为WPBL能提高信息处理能力,73人(88.O%)认为自己在WPBL中能与同学良好沟通并协作完成任务。结论WPBL在PBL基础上可发挥网络优势,能提高学生自主学习、信息处理及沟通协作等能力:但在运用过程中需要教师合理组织,完善督导机制,减少课余时间占用。
Objective The study aimed to evaluate the effects of web-problem-based learning (WPBL) in the application of "Fundamental Nursing". Methods The sample was purposively selected. 172 students in School of Nursing in Tianjin were recruited as the control group (n=83) and the intervention group (n=89). Traditional teaching method and WPBL was implemented in the control group and the intervention group, respectively. The teaching effectiveness of the two groups was measured by the examination and learning initiative evaluation scale and the teaching effect evaluation questionnaire, and the teaching satisfaction questionnaire was implemented among the intervention group. SPSS 18.0 was used and t test was performed to analyze the comparison between groups. Results In the theoretical examination, the scores of comprehensive analysis of the nursing students in the intervention group were better than those in the control group, and the difference was statistically significant (P〈0.05). In the evaluation of active learning after school, the scores of control learning in the intervention group were higher than those in the control group, and the difference was statistically significant ([14.78 ± 2.16), vs. (13.58±2.16), t=-3.58, P=0.000]. 83 effective questionnaires of intervention group nursing students' teaching satisfaction were recovered. 73 of them (88%) thought that WPBL could improve the students' ability of independent learning, 71 students (85.5%) found that WPBL could enhance the ability of information processing, 73 students (88%) thought they could communicate well with their classmates in WPBL and cooperate well to complete the task. Conclusion WPBL which is on the basis of PBL and make full use of the network, could promote the ability of autonomous learning, information processing and communication with classmates and good cooperation, but in the application process, it needs teachers to organize reasonably, perfect the supervision mechanism, and reduce taking up
出处
《中华医学教育探索杂志》
2017年第5期516-521,共6页
Chinese Journal of Medical Education Research
基金
2013年天津医科大学教育教学研究项目(重点)(019-00302009)