PBL教学中案例机制图构建存在的问题及解决办法

Problems and solutions of mechanism diagram construction in PBL teaching

以问题为导向学习(problem-basedlearning,PBL)的案例机制图用图显示案例各个因素相互之间的规律、事件发生的因果关系,体现PBL学习过程,总结案例相关知识。构建案例机制图有助于加强学生知识整合能力、促进知识内化、激发创新性、开放性和批判性思维、培养团队协作精神。在构建案例机制图时,学生容易将案例机制图画成概念性、总结性的流程图或思维导图,或疾病发病机制图,或药物作用机制图,或者忽略集体协作,或者在案例讨论结束后才开始着手构建,或者开放性不够、忽略案例内涵的素质培养元素等。文章针对PBL案例机制图构建出现的常见问题提出改进建议,帮助学生构建真正、优秀的PBL案例机制图。

The mechanism diagrams of problem-based learning(PBL)cases are adopted to reveal the rules among various factors and the causal relationship of the events.The diagram represents the learning process of PBL and summarizes case-related knowledge.The construction of case mechanism diagram helps to strengthen students’knowledge integration ability,promote knowledge internalization,inspire creativity,develop critical thinking,and cultivate team spirit.When constructing case mechanism diagram,students often mistake it for conceptual or summative flow chart,mind map,disease pathogenesis diagram,or drug action mechanism diagram.Other possible problems include ignoring collective cooperation,delaying the construction of mechanism diagram until discussion is finished,lack of openness and innovation,or ignoring the quality training elements.Suggestions are provided to help students draw authentic PBL case mechanism diagrams of quality.