PBL与传统讲授法在传染病学教学中应用的比较

Comparison between problem-based learning(PBL) and lecture-based learning(LBL) in lemology teaching

探讨PBL教学法在传染病学教学中的作用。将学生随机分成PBL教学法组和传统讲授法组,比较PBL教学法与传统讲授法在教学途径和方法以及教学效果等方面的差异。PBL教学法组学生终考的平均分(76.9±8.5)明显高于传统讲授法组的(67.4±5.1)分(t=3.99,P=0.03)。PBL教学法组学生应用型题目获“优”人数比例(26.3%,20/76)明显高于传统讲授法组的(11.5%,9/78)(χ2=5.499,P=0.019)。PBL教学法优于传统讲授法,可提高学生的综合素质。

This paper studies the role of PBL. Students were randomly divided into PBL group and LBL group. The differences of the teaching ways, methods and effects were compared between the two groups. The average scores （76.9±8.5） of PBL group were significantly higher than those （67.4±5.1） of LBL group （t=3.99,p=0.03）. The ratio of achieving A in application subjects of PBL group （26.3%, 20/76） were significantly higher than those （11.5%, 9/78） of LBL group（x^2= 5. 499,p=0. 019）. PBL teaching methods is better than LBL methods. PBL teaching methods have improved the students＇ general ability.