PBL-TBL-LBL融合教学模式在有机波谱分析教学中的应用及效果评价  

The Application and Evaluation of PBL,TBL and LBL Combining Teaching Method in Organic Spectral Analysis

作　　者：柳文敏[1] 张叶臻[1] 桑志培[1] 赵一阳[1] Liu Wenmin;Zhang Yezhen;Sang Zhipei;Zhao Yiyang(College of Chemistry and Pharmaceutical Engineering,Nanyang Normal University,Nanyang 473061,China)

机构地区：[1]南阳师范学院化学与制药工程学院

出　　处：《山东化工》2019年第11期150-151,153,共3页Shandong Chemical Industry

基　　金：2018年度河南省高等学校达标创优基层教学组织建设资助项目;南阳师范学院2018年度“十佳”教研室资助项目;2015年南阳师范学院制药工程专业核心课程教学团队资助项目

摘　　要：为探讨PBL-TBL-LBL融合教学法在有机波谱分析教学中的应用效果,以南阳师范学院2015和2016级制药工程专业学生为研究对象,分别采用以授课为基础的教学法LBL和PBL-TBL-LBL融合教学法,采用问卷调查了解学生对两种教学方法的满意度,采用期末试卷考试对学生学习效果进行客观评价。结果发现,在满意度调查方面,学生对PBL-TBL-LBL融合教学法的满意度明显高于以授课为基础的教学法,并且,PBL-TBL-LBL融合教学班考试成绩明显高于LBL教学班。因此,PBL-TBL-LBL融合教学法能提高学生的学习成绩和综合素质,值得应用于有机波谱分析教学工作中。To evaluate the application of PBL,TBL ang LBL combining teaching method in Organic Spectral Analysis. Two classes of the grade2015 and2016 were taken as the subjects in Pharmaceutical Engineering of Nanyang Normal University. According to the teaching calendar,they were divided into Lecture-Based Learning(LBL) group and PBL-TBL-LBL combining teaching group.The general character,test scores,and questionnaire survey results was compared in two groups.There was no significant difference in the general character of students in two groups.The total score of the assessment results in PBL-TBL-LBL teaching group was significantly higher than that of the LBL teaching group.The questionnaire survey results indicated students were more satisfied with PBL-TBL-LBL combining teaching method than LBL teaching method.The PBL-TBL-LBL combining teaching method can improve the total score and comprehensive ability,and it is worthy of be applicant,at least partly,in the teaching work of Organic Spectral Analysis.

关 键 词：有机波谱分析 教学改革 LBL教学模式 PBL教学法 TBL教学模式 

分 类 号：G642[文化科学—高等教育学]