PBL联合CBL教学在人体运动学实验课中的应用

Applicatiuon of integration of PBL and CBL teaching methods in kinesiology experiments

目的观察PBL联合CBL教学在人体运动学实验课中的实施效果。方法选取53名南通大学医学院四年制康复治疗学专业本科生为教学对象，分为对照组（27人）和实验组（26人）；分别开展传统教学和PBL联合CBL教学。课程结束后对两组学生同时进行实验课理论考试和问卷调查。采用SPSS19．0，对两组学生考试成绩和问卷数据行t检验。结果实验组学生的理论考试成绩p（89．81±1．32）分]高于对照组[（84．82±1．75）分[，差异有统计学意义（P=0．028）。问卷结果显示，实验组学生对自身所受教学方法在促进学习兴趣和主动性、理论结合实际能力及团队协作意识等方面的评价．均优于对照组学生对传统教学方式的评价（P〈0．05）。结论人体运动学实验课中运用PBL联合CBL的效果优于传统教学。

Objective To explore the effect of applying problem-based learning （PBL） and case- based learning （CBL） in the kinesiology experiments. Methods Totally 53 4-year program undergraduates of Nantong University Medical School were divided into control group （n=26） and experimental group （n= 27）. The control group received traditional teaching and the experimental group received PBL and CBL teaching. The teaching effect was evaluated by examination and questionnaire. Data were analyzed by SPSS 19.0 and t test was used to compared the average scores of theory and questionnaire, α=0.05. Results The theoretical examination results （89.81 ± 1.32） were better than the control group （84.82 ± 1.75） （P=0.028）. Meanwhile questionnaire survey showed that the experimental group students＇ evaluation of their teaching methods in promoting learning interest and initiative, combining theory with practice and teamwork consciousness were better than the control group students＇ evaluation of traditional teaching methods （P〈0.05）. Conclusion The teaching effect of integration of PBL and CBL teaching methods is better than traditional teaching in kinesiology experiments.