儿科教学中学生评判性思维调查及教学模式研究  

Investigation on Students' Critical Thinking and Study on the Teaching Mode in the Teaching of Pediatrics

作　　者：邬远林 

机构地区：[1]江西省萍乡卫校内儿教研室,萍乡337000

出　　处：《中国中医药现代远程教育》2016年第24期24-25,32,共3页Chinese Medicine Modern Distance Education of China

摘　　要：目的调查分析不同教学模式对儿科带教学生评判性思维的影响。方法随机数字表格法将70名儿科实习学生分为观察组与对照组,各35名,对照组采取传统教学模式,观察组实施PBL教学模式,均教学1个月,教学前、教学结束时通过评判性思维能力测量表(CTDI-CV)评价2组学生评判性思维能力,同时对2组学生教学结束时理论、实践技能考核成绩评价比较。结果与教学前比较,2组教学后开放思维、求知欲、系统化能力、总分较教学前明显提高,且观察组上述评分明显高于对照组(P<0.05),此外观察组教学后评判思维的自信心、寻找真相评分、理论知识及实践技能成绩也显著高于对照组(P<0.05)。结论PBL教学模式能有效培养儿科实习学生评判性思维能力,促进学生理论知识及实践技能提高。Objective To investigate and analyze the effect of different teaching modes on students＇ critical thinking in pediatric teaching. Methods 70 pediatric internships were randomly divided into observation group and control group, with 35 cases in each group. The control group was treated with traditional teaching mode for one month. The observation group was treated with PBL teaching mode for 1 month. The critical thinking skills measuring scale（CTDI-CV） was used to evaluate critical thinking skills in the two groups before teaching and at the end of teaching, at the same time, theory, practice skills assessment results of the two groups at the end of teaching were compared. Results Comparing with those before teaching, open thinking, thirst for knowledge, systematic ability and total points in the two groups after teaching were significantly increased than those before teaching, above scores of the observation group were significantly higher than those of the control group（ P〈0.05）, critical thinking self-confidence, seeking for truth score, speculative knowledge and practical skills in the observation group after teaching were significantly higher than those in the control group（P〈0.05）. Conclusion PBL teaching mode can develop critical thinking skills of pediatric internships effectively, and promote students＇ speculative knowledge and practical skills.

关 键 词：儿科教学 评判性思维 PBL教学模式 

分 类 号：R-4[医药卫生] G712[文化科学—职业技术教育学]