TBL教学模式在非预防医学专业《预防医学》教学中的实践性研究  

Practical Research of TBL Teaching Model on the Preventive Medicine in Non-preventive Medicine Specialty

作　　者：姜爽[1] 李璐[1] 于澄 宋伍 JIANG Shuang;LI Lu;YU Cheng;SONG Wu(Changchun University of Chinese Medicine,Changchun Jilin 13 0117,China)

机构地区：[1]长春中医药大学,吉林长春130117

出　　处：《吉林省教育学院学报》2018年第8期62-64,共3页Journal of Jilin Provincial Institute of Education

基　　金：长春中医药大学2016年度高等教育教学研究课题(no:XJ201648)

摘　　要：目的:探讨以团队为基础的(TBL)教学模式在非预防医学专业《预防医学》教学中的实践效果。方法:选取我校2016级临床本科1、2班学生作为实验对象,各45名,以《预防医学》课程为例,抽签法分为实验组(采用TBL教学模式)和对照组(采用传统教学模式),对比两组学生教学满意度、理论成绩、操作能力及总体成绩优良率。结果:实验组学生教学满意度、理论成绩、操作能力评分高于对照组,差异有统计学意义(P<0.05);实验组总体成绩优良率95.56%,高于对照组77.78%,差异有统计学意义(P<0.05)。结论:非预防医学专业采取TBL教学模式进行《预防医学》教学,可提高学生教学满意度与总体成绩优良率,提高理论与实践能力。Objective： To discuss the team based （TBL） teaching mode on the preventive medicine in non-preventive medicine specialty. Methods Choose the class 1 and 2 of 2016 clinical undergraduate students in our school as the experimental object and the students were divided into experimental group （45 students） and control group （45 students） by the method of lottery. The TBL teaching model was used in experimental group and traditional teaching model used in control group, then teaching satisfaction, theo- ry results, operation ability and the overall rate of good performance were evaluated in two groups. Results： The teaching satisfac- tion, theory results, operation ability in the experimental group were higher than the control group, the difference was statistically sig- nificant （P〈0.05）; the overall rate of good performance was 95.56% in the experimental group and 77.78% in the control group, the difference was statistically significant （P〈0.05）. Conclusion ：TBL teaching model used in the preventive medicine of non-preventive medicine specialty can improve the teaching satisfaction, theory results, operation ability and the overall rate of good performance.

关 键 词：TBL教学模式 非预防医学专业 《预防医学》 

分 类 号：G642[文化科学—高等教育学]