以框架为基础的3种教学方式的比较  

Frame-work based learning:comparison of learning results underlying three different teaching methods

作　　者：杨银[1,2] 张宇成[3] 

机构地区：[1]中国医学科学院基础医学研究所 [2]北京协和医学院基础学院病原学系 [3]北京协和医学院

出　　处：《基础医学与临床》2014年第8期1154-1157,共4页Basic and Clinical Medicine

基　　金：北京协和医学院基础学院教育教学改革立项(JG2011-003)

摘　　要：目的探测以框架为基础的教学模式下3种不同教学方法的效果。方法在教学改革中,医学微生物教学和医学英语教学整合,采取多元化的全英文教学模式,其中包括以框架为基础的教学/自学模式。北京协和医学院73名学生参与该教学/自学模式的实践,在此模式下,通过客观测试评估和比较3种不同学习方式(教师讲解、同伴教育和学生自学)的效果。结果学生对所学知识的即时掌握程度和40 d后掌握程度得分从高至低依次为教师讲解(3.79±0.89和3.35±1.18)、学生自学(2.71±1.03和2.86±0.88)和同伴教育(2.42±1.08和2.10±1.13)(P<0.01);不同学习方式下学生的即时掌握程度与40 d后掌握程度得分的差值各不相同,教师讲解部分和同伴教育部分得分明显降低,学生自学部分反而增高(P<0.05)。结论在以框架为基础的教学模式下,3种不同的教学方式各有其优缺点,这提示学生自学和教师讲解在教学中都应当有适当的比例。Objective This study is aiming for compareing the results of three methods of teaching/learning which are developed from frame-work based learning model. Methods In the reformaction of medical education, the teaching of Medical Microbiology was partly integrated with Medical English and the frame-work based learning model was involved. In the study, 73 students in Peking Union Medical College were enrolled in the practice of this reform of frame-work based learning and experience three methods of teaching/learning： instructor regulated learn- ing, peer regulated learning and self regulated learning. Objective tests were taken to evaluation of learning out- comes both at the immediate time （post test） and after 40 days （delayed retention test）. Results The score of master degree of related knowledge ranking list are similar in the post test and delayed retention test： instructor regulated learning（3.79±0. 89 and 3.35 ± 1.18, self regulated learning（2. 71± 1.03 and 2.86 ± 0. 88） and peer regulated learning（ 2.42 ± 1.08 and 2.10± 1.13 ） （P 〈 0.01 ）. While the disparity between the two exams of the same student varies lated learning mode mode （P 〈 O. 05 ）. modes of learning, tected and adjusted methods of teaching/learning, the scores in instructor regulated learning and peer regu-dropped significantly but exhibited a minor promotion in score in Conclusions The results demonstrates different advantages and disadvantages of the three modes of learning, showing that appropriate proportion of these three teaching/learning methods is needed to be de- tected and adjusted to get the best results.

关 键 词：以框架为基础的学习 教师讲解 同伴教育 自学 评估 

分 类 号：R-4[医药卫生] G642[文化科学—高等教育学]