慕课背景下高校护理专业传统教学法与PBL教学法的有机融合  

Integration of the traditional teaching method and PBL teaching method in college nursing specialty in the context of MOOC

作　　者：董明[1] 许微微[1] 孙丽欣[1] 郝秋华[1] 李雅楠[1] 

机构地区：[1]牡丹江医学院附属红旗医院肾内科,黑龙江牡丹江157011

出　　处：《中国医学教育技术》2016年第4期538-541,共4页China Medical Education Technology

摘　　要：目的探讨医学高校护理专业最佳的教学方法。方法为了有效利用慕课资源,根据慕课的资源优势和牡丹江医学院现有教学法的弊端,采取LBL教学法与PBL教学法相融合的教学模式进行教学,并将采取以上授课方法的学生定义为观察组,相应的将采取传统LBL教学法的某一班级定义为对照组。结果经一学期的教学后,从学生的学习体会和期末成绩两方面对教学结果进行评价,除学习体会调查表中"对本学期课程内容较好掌握",和护生期末成绩调查表中"客观题"两项差异无统计学意义外,其余各项差异均有统计学意义(P<0.05)。结论合理有效利用慕课资源,采取LBL与PBL融合的教学方法,教学效果较为理想。Objective To explore the best teaching method for nursing specialty at medical colleges and universities. Methods Based on the advantages of MOOCs resources and drawbacks of our college＇s present teaching method,we adopted the teaching mode integrating LBL and PBL. Students in observation group were taught with the integrated method while those in control group were taught with the traditional LBL method. Results After one-semester teaching,we evaluated the teaching outcomes regarding students＇ learning experience and the final exam scores. The two groups differed significantly except in the learning experience questionnaire item ＂ having a good command of the course content＂ and the nursing students＇ final exam score questionnaire item ＂ objective test questions＂（ P〈0. 05）. Conclusion Making rational and effective use of MOOCs resources as well as integrating LBL with PBL can bring desirable teaching outcomes.

关 键 词：慕课 LBL PBL 教学改革 

分 类 号：G642.0[文化科学—高等教育学] G434[文化科学—教育学]