同伴反馈在PBL教学中的应用探讨

The Study on Application of Peer Feedback in PBL

目的探讨同伴反馈在PBL教学中的应用效果。方法 2012级护理本科生43名,选取《护理人际沟通》课程部分章节开展PBL教学。在教学过程中运用Maastricht同伴活动评定量表实施同伴反馈。教学结束后,再次运用Maastricht同伴活动评定量表及自编问卷对PBL教学效果进行评价。结果学生在PBL教学中的认知活动、动机活动和合作活动均有了显著的提高,对教学效果的主观评价较好。结论同伴反馈可有效提高PBL教学效果。

Obiective To examine the effects of peer feedback intervention in PBL. Method A total of 43 nursing students were selected in the experiment. The students received a peer feedback in the midterm with the Maastricht - Peer Activity Rating Scale （ M - PARS）. The M - PARS and a self - designed feedback inventory were used to assess the effect of peer feedback before and after the intervention. Result The results indicated that the quality of the contributions increased for students on cognitive activities （ p 〈 0. 05 ）, collaborative activities （ p 〈 0. 01 ）, motivational activi- ties （ p 〈 0.05 ）. The qualitative data confirmed that the participants could benefited from peer feedback. Conclusion The peer feedback intervention could enhance the effect of PBL.