PBL中的主观性教学评价在高职高专基础医学课程中的应用  

Subjective assessments on teaching effects of Problem-Based Learning in basic medical courses in higher vocational school

作　　者：朱一亮 叶夷露[1] 聂莉[1] 王珍珍[1] 王黎芳[1] 张琦[1] 

机构地区：[1]浙江医学高等专科学校,浙江杭州310053

出　　处：《浙江医学教育》2013年第2期4-7,共4页Zhejiang Medical Education

基　　金：浙江省新世纪高等教育教学改革项目(编号:zc09121);浙江医学高等专科学校教改项目(编号:2011XJJG04)

摘　　要：本文主要探讨PBL教学过程中主观性教学评价方法的设计、实施与分析。在我校2011级临床医学专业的人体机能学教学中尝试单元PBL教学,通过课后教学评价问卷,比较指标间、组间和单元间差异,并分析相关性。结果发现教师问卷中"职业团队精神"评分最高,"讨论过程表现"最低;学生问卷中"对导师总体评价"评分最高,"自我总体表现"评分最低。大部分量化评价项目评分组间差异明显。各项指标与是否署名、是否担任组长以及单元测试成绩均无明显相关性。本主观性教学评价方法具有可行性、独立性和区分度。To discuss the design, implementation and analysis of subjective assessment on problem- based learning（PBL） teach- ing. Clinical medicine students in grade 2011 were selected and divided into PBL group and Lectured- Based Leaming（LBL） group randomly. The subjective assessments were taken at the end of learning. ＂Professional and team spirit＂ got the highest score and ＂group＇ s performance in discussion process＂ got the lowest score in the questionnaire of tutors. ＂Tutor＇ s perfor- mance＂ got the highest score and ＂self assessment＂ got the lowest score in the questionnaire of students. There were significant differences between groups. However, we not found significant relations between all the indicators and factors. This subjective assessment on the effects of PBL is practicable, independent and discriminative.

关 键 词：PBL教学 主观性教学评价 高职高专 基础医学 

分 类 号：G642.0[文化科学—高等教育学]