学生个体因素对PBL教学效果的影响  

Influence on PBL teaching effect caused by students' individual factors

作　　者：于征淼[1] 钟嘉熙[1] 陈志勇[2] 陈银环[1] 刘叶[1] 

机构地区：[1]广州中医药大学 [2]广州中医药大学第一临床医学院,广东广州510405

出　　处：《中国高等医学教育》2009年第5期61-63,共3页China Higher Medical Education

摘　　要：目的:目前关于PBL教学影响因素的研究多针对教学组织安排方面,本研究旨在探讨知识基础、学习表现、学习动机等学生个体因素对PBL教学的影响。方法:选择我校一次成功开展的典型PBL教学,将学生分为对PBL评价好和评价差两组,比较两组在大学期间全部主干课程的学习成绩,并通过问卷调查中的评分,分析学习表现和学习动机方面的差别是否导致了对PBL评价的优劣。结果:"评价差组"的学习成绩占优,但缺乏统计学意义;擅长"与同学交流意见"和学习动机端正的学生对PBL评价较高,差别有统计学意义。结论:好的知识基础似乎并不能帮助学生适应PBL,而人际交流方面的优势和端正的学习动机会促进对PBL的肯定评价。Objective;To investigate the influential factors on problem-based learning（PBL）, factors about teaching organization had been studied, while students＇ individual factors such as knowledge foundation, study performance and learning motivation, were studied in this research. Method：Based on a successfully performed typical PBL teaching in our university, students were divided into two groups according to their appraisal on PBL. Academic records of main curriculum were compared between the two groups. Then the difference of evaluations caused by different study performance and learning motivation was analyzed through questionnaire. Results： ＂Poor appraisal group＂ has superior academic record, but there is no statistical significance. Students who are good at exchanging opinions with schoolmate or have correct learning motive evaluate PBL better,and the significant difference has been found. Conclusion：Good knowledge foundation may not adapt the students to PBL,but both the superiority in interpersonal exchange and the good learning motive can promote positive appraisal to PBL.

关 键 词：教育学 PBL 学生个体因素 

分 类 号：G642.0[文化科学—高等教育学]