医用物理教学中PBL教学法对大学生元认知水平的影响

Effects of Problem-based Learning on Students' Metacognitive Awareness

目的:研究医用物理教学中采用PBL教学法对大学生元认知水平的影响。方法:采用自编的《大学生医用物理学元认知水平调查问卷》,对施行PBL教学法前后大学生的元认知水平进行了调查,用SPSS 11.5对两次调查问卷的结果进行了t检验。结果:施行PBL教学法后(实验后)实验班大学生元认知知识、元认知体验、元认知监控三个维度和元认知总体平均分都明显高于施行PBL教学法前(实验前)的(P<0.01),而且实验班的元认知知识、元认知体验、元认知监控三个维度及元认知总体也显著高于对照班的(P<0.01)。结论:医用物理教学中实行PBL教学法对大学生元认知水平有着显著的积极影响。

Objective： To study the effects of problem-based learning（PBL） in the course of Medical Physics on students＇ metacognitive awareness.Methods： Students＇ metacognitive awareness was investigated using a self-developed questionnaire on metacognitive awareness before and after adopting PBL and the data collected were analyzed using SPSS 11.5.Results： students in the experimental class showed a significantly higher score in metacognitive knowledge,metacognitive experience, self-regulation as well as the overall metacognition after PBL than before PBL（P 0.01）.In addition,students in the experimental class showed a significantly higher score in all the above aspects than those in the control class（P 0.01）. Conclusions： PBL in the course of Medical Physics has a positive effect on students＇ metacognitive awareness.