TBL＋LBL教学在免疫学实验教学中的应用

Combined application of TBL with LBL in immunology experiment teaching

目的：探讨以团队为基础的学习（team-based learning，TBL）结合传统的讲授式教学（lecture-based learning，LBL）应用于免疫学实验教学的可行性，并分析教学效果。方法以2012级生物制药技术专业学生共84人为研究对象，其中实验组42人采用TBL＋LBL教学，对照组42人采用单纯LBL教学。教学结束后，通过问卷调查及综合测评评估教学效果。应用SPSS 18.0软件进行数据统计分析，定量资料采用t检验，定性资料采用χ^2检验，P〈0.05为差异具有统计学意义。结果实验组90.0%以上的学生认为TBL＋LBL教学可提升学习积极性，能够增强团队协作意识，有利于知识的掌握及个人综合能力的提升。实验组综合测评成绩及成绩“优良”率均高于对照组，差异具有统计学意义（t=2.030， P=0.049；χ^2=6.372，P=0.012）。结论在免疫学实验教学中，TBL＋LBL教学，效果优于单纯的LBL教学，具有推广意义。

Objective This article made an exploration on the feasibility of combined application of TBL with LBL in immunology experiment teaching, and analyzed teaching effectiveness of such combined model in order to find a new way of teaching reformation. Methods 2012 grade biophar-maceutical technology students were chosen in this research, one class as the experimental group（n=42）, the other one as control group（n=42）. In the experimental group, students were taught on a TBL＋LBL combination model, while in the control group, students were taught only on LBL model. After the course was finished, effects of teaching were evaluated by questionnaire survey and comprehensive ability evaluation. SPSS 18.0 software was used to do statistical analysis. Quantitative data and qualitative data were analyzed by t test and chi-square test respectively. P〈0.05 means that difference is statistically significant. Results Above 90.0% of students in experiment group approved that TBL＋LBL can improve the interest in learning , can enhance sense of teamwork , can help acquiring of knowledge and improving of individual comprehensive ability. Average score of comprehensive ability evaluation and percentage of students achieving good score in experimental group were higher than those in control group, the differences were statistically significant（t=2.020, P=0.049; χ^2=6.372, P=0.012）. Conclusion The TBL＋LBL combination model can improve immunology experiment teach-ing quality, and is worth publicizing.