TBL教学模式在儿童口腔医学教学中的应用研究

Research on the Application of TBL Teaching Mode in the Teaching of Pediatric Stomatology

目的讨论TBL教学模式在儿童口腔医学教学中的应用。方法选取2017级口腔医学99名学生作为研究对象,随机分为实验班与对照班,实验班50名学生应用TBL教学模式,对照班49名学生应用传统线上教育模式,比较两班学生的综合能力、学习成绩及教师满意度。结果实验班学生综合能力中课堂提问(12.56±1.23)分、思维能力(35.62±2.23)分、理论考核(37.58±2.15)分、实践操作考核(36.68±2.03)分及教师满意度中教师个人素质(85.68±9.23)分、教师授课态度(82.65±3.23)分、教师理论教学能力(83.46±4.15)分、教师实践教学能力(90.23±5.03)分均优于对照班学生,两组比较差异有统计学意义(t=11.661、16.480、26.547、29.217、5.058、14.238、13.806、4.835,P<0.05);实验班学生总合格率98.0%,高于对照班学生总合格率83.7%,差异有统计学意义(P<0.05)。结论应用TBL教学模式,儿童口腔医学学生可有效地提高综合能力,提升考试成绩,进而提高教师满意度。

Objective To discuss the application of TBL teaching model in the teaching of pediatric dentistry.Methods 99 students of 2017 stomatology were selected as the research objects,and they were randomly divided into experimental class and control class.50 students in the experimental class applied TBL teaching mode,and 49 students in the control class applied traditional online education mode to compare the integration ability,academic performance and teacher satisfaction of the two classes.Results In the experimental class,the comprehensive ability of sketching in classroom questioning(12.56±1.23)points,thinking ability(35.62±2.23)points,theoretical assessment(37.58±2.15)points,practical operation assessment(36.68±2.03)points,and teacher satisfaction quality(85.68±9.23)points,teacher's teaching attitude(82.65±3.23)points,teachers'theoretical teaching ability(83.46±4.15)points,and teachers'practical teaching ability(90.23±5.03)points,better than those in the control class,being statistically significant(t=11.661,16.480,26.547,29.217,5.058,14.238,13.806,4.835,P<0.05);the total pass rate of experimental class students 98.0%was higher than the total pass rate of control class students 83.7%,thedifferencewas statistically significant(P<0.05).Conclusion Applying the TBL teaching model,children's dentistry students can effectively improve their comprehensive ability,improve test scores,and improve teacher satisfaction.