PBL教学法在《助产学》教学中应用的研究

doi:10.3969/j.issn.1006-9143.2017.03.002

天津护理

PBL教学法在《助产学》教学中应用的研究

1.天津医科大学护理学院，天津 300070；
2.天津中医药大学护理学院；
3.天津市第一医院；
4.天津医科大学总医院

收稿日期:2017-01-13 修回日期:2017-03-01 出版日期:2017-06-28 发布日期:2017-07-12
基金资助:
天津医科大学教务处课题基金（019-00103）

Exploration of the effects of applying problem based learning to midwifery

1.Nursing Institute of Tianjin Medical University, Tianjin 300070;
2.Nursing Institute of Tianjin TCM University;
3.The First Hospital of Tianjin;
4. The General Hospital of Tianjin Medical University

Received:2017-01-13 Revised:2017-03-01 Online:2017-06-28 Published:2017-07-12

摘要/Abstract

摘要：

目的：探讨PBL教学法能否提高护理学专业助产方向学生的批判性思维能力、学习积极主动性及学生对PBL教学效果的评价。方法：在《助产学》中应用PBL教学法对2010级助产方向15名学生进行理论和实验授课。PBL实施前后采用CTDI-CV、大学生学习积极主动性量表调查学生；PBL实施后，学生还需填写自编传统教学法与PBL教学法教学效果比较问卷和PBL教学法评价问卷。结果：PBL教学前，助产方向学生CTDI-CV量表中的“寻找真相”维度得分低于彭美慈的常模，差异有统计学意义（P＜0.05）；PBL教学前后，助产方向学生CTDI-CV量表和大学生学习积极主动性量表的各维度得分及总分比较差异无统计学意义（P＞0.05）。PBL教学效果评价优于传统教学，差异有统计学意义（P＜0.01），并且多数学生认同PBL教学。结论：PBL教学法虽未取得理想的研究结果，但学生认同了PBL教学，建议在《助产学》课程允许的范围内适量开展PBL教学。

关键词: , PBL；助产学；批判性思维；学习积极主动性；传统教学

Abstract: Objective: The study aimed to explore whether problem based learning teaching method can improve critical thinking skills and active learning state of undergraduate midwifery students, and evaluate the effects of applying problem based learning to midwifery. Methods: Problem based learning teaching method was applied to the theoretical lessons and experimental lessons of midwifery curriculum with 15 undergraduates midwifery students admitted in 2010. Critical Thinking Disposition Inventory-Chinese Version, Undergraduates Active Learning State Inventory were employed in the investigation of students before and after application of problem based learning. The self-designed questionnaire to compare the effects of problem based learning and traditional teaching and evaluation questionnaire of problem based learning teaching method were filled among the same participants after application of problem based learning. Results: Before the use of problem based learning, the truth seeking subscale score of 15 participants was statistically significantly lower than norm values established by Peng (P<0.05). There were no statistical differences between all seven subscale scores and total score of CTDI-CV before and after application of problem based learning （P＞0.05）. There were also no statistical differences between all five subscale scores and total score of undergraduates active learning state inventory among the participants before and after application of problem based learning (P＞0.05).There were statistical differences between the comparative results of problem based learning teaching method and traditional teaching method and most of undergraduates accepted the problem based learning(P<0.01).Conclusion: Although the results were not as ideal as expected in the application of problem based learning in midwifery, undergraduates accepted problem based learning. It is suggested that problem based learning can be applied to midwifery curriculum with appropriate amount of course content.

Key words:

Problem based learning, Midwifery, Critical thinking, Active learning state, Traditional teaching

曹永军1 王红云2 位淑梅3 徐茜4 王欣1 张华1 庞运夺1 王跃1 王春梅1. PBL教学法在《助产学》教学中应用的研究[J]. 天津护理, DOI: 10.3969/j.issn.1006-9143.2017.03.002.

CAO Yong-jun1, WANG Hong-yun2, WEI Shu-mei3, XU Qian4, WANG Xin1, ZHANG Hua1, PANG Yun-duo1, WANG Yue1, WANG Chun-mei1.

Exploration of the effects of applying problem based learning to midwifery

[J]. , DOI: 10.3969/j.issn.1006-9143.2017.03.002.

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PBL教学法在《助产学》教学中应用的研究

Exploration of the effects of applying problem based learning to midwifery

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