PBL教学模式在病原生物学、免疫学及感染病学课程整合改革中的探索与实践  

Exploration and Practice of PBL Teaching Model in Curricular Integration Reforms of Pathogenic Biology,Immunology,and Loimology

作　　者：王美莲[1] 王斯[1] 曹雅明[2] 齐赞梅[2] 庞维[2] 曹妍[2] 罗恩杰[1] 

机构地区：[1]中国医科大学病原生物学教研室,辽宁沈阳110001 [2]中国医科大学免疫学教研室,辽宁沈阳110001

出　　处：《微生物学杂志》2012年第4期106-109,共4页Journal of Microbiology

基　　金：辽宁省教育科学"十二五"规划2011年度立项课题(JG11DB310);中国医科大学"十二五"医学教育科学研究课题(YDJK2011041)

摘　　要：探讨问题导向教学(PBL)方法在病原生物学、免疫学及感染病学课程整合改革中的教学效果及意义。以中国医科大学2009级七年制临床系学生240人为研究对象,随机分为实验组和对照组各120人。实验组采用PBL教学方法,教学内容采用病原生物学、免疫学及感染病学整合,对照组采用传统教学方法,教学内容为传统病原生物学课程,2组由相同教师授课,采用期末考试和教学效果自评调查问卷的方式评价教学效果。实验组与对照组相比,期末考试成绩无统计学差异(P>0.05),但病例分析题成绩有统计学差异(P<0.01)。2种学生的自评调查问卷中,实验组的自学能力、团队协作能力及发现问题解决问题的能力均显著高于对照组(P均<0.01)。PBL教学模式能有效提高教学质量,具有一定的示范及推广价值。Pedagogical effects and significance of problem leading （PBL） teaching method in the curricular integration reforms of pathogenic biology, immunology, and loimology were investigated. 240 students of 2009th 7-year schooling system were taken as the research objects, they were divided randomly into two groups, experiment and con- trol one, 120 students each. The experiment group adopted PBL teaching method, with pedagogical content of the in- tegration of pathogenic biology, immunology, and loimology, while the control group adopted traditional teaching method with the curriculum of traditional pathogenic biology, the students of two groups were lectured by the same teachers, and the pedagogical effects were appraised with the ways of end-of-term examination and self - evaluation in- vestigation questionnaire. The results showed that as compared the experiment group with the control group, there is no statistic difference between the two＇ s end-of-term examination score （ P 〉 0.05 ）, however, there is a statistic difference in the score of case analysis examination question between the two （P 〈 0.01 ）. In the self-evaluation inves- tigation questionnaire of the two＇s students, the self-study ability, team collaboration ability, and the ability to find and solve the problems, the experiment group was noticeably higher than the control group （P 〈 O. 01 ）. Therefore, the PBL pedagogical model could effectively improve the teaching quality, and had a certain value to demonstrate and popularize.

关 键 词：问题导向教学 病原生物学 教学改革 

分 类 号：G420[文化科学—课程与教学论]