CBL+PBL教学方法在儿科液体疗法中的初步应用及探讨  

Initial application and discussion of CBL + PBL teaching method in pediatric fluid therapy

作　　者：王建荣[1] 郑天丽[1] 

机构地区：[1]新疆医科大学第五附属医院儿科,新疆乌鲁木齐830011

出　　处：《现代预防医学》2012年第15期4054-4056,共3页Modern Preventive Medicine

摘　　要：目的探讨CBL+PBL双规教学模式(CBL:以案例为基础的学习;PBL以问题为基础的学习)在儿科液体疗法章节中的应用效果。方法将某儿科教研室教授的2011年临床厚博医学专业2个本科分组。实验组采用CBL+PBL双规教学模式,对照组采用传统的教学模式对液体疗法章节进行讲授;比较两组学生对教学方法的评价及两组学生该课理论考核成绩进行统计学分析。结果实验组学生对CBL+PBL双规教学模式做出了较高评价,而且理论考试成绩明显优于对照组(P﹤0.05)。结论与传统教学方法相比,CBL+PBL双规教学模式激发了学生对液体疗法章节学习的积极性、主动性,很好掌握了该章节的重点难点,圆满完成了教学任务。OBJECTIVE To investigate the CBL of PBL teaching mode （the CBL： Case-based learning; PBL Problem-based learning） in pediatric fluid therapy chapters. METHODS Undergraduate from 2011 Houbo medical science major was divided into two groups. Experimental group used the CBL of PBL teaching mode, the control group used traditional teaching model to teach fluid therapy chapters; compared and statistically analyzed the evaluation of teaching methods and the test results in the two groups. The students in experimental group made a higher rating on the CBL of PBL teaching mode, .and test scores in the experience group were higher than in the control group （P 〈 0.05）. CONCLUSION Compared with traditional teaching meth- ods, the CBL ＋ PBL teaching model could stimulate the students＇ enthusiasm, initiative in the study of fluid therapy chapters, make students grasp the key and difficulty of chapters, and achieve the successful effect in the teaching task.

关 键 词：CBL+PBL双规教学模式 儿科 液体疗法 

分 类 号：G424[文化科学—课程与教学论]