共查询到20条相似文献，搜索用时 171 毫秒
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一、PBL教学法理论简介PBL是Problem Based On——learning的简称,即以问题引导的教学法。1969年,加拿大的麦克玛斯特(McMaster)大学首先把PBL引入了医学教育领域,目前已成为国际上较流行的教学模式。 相似文献
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加拿大的麦克玛斯特大学是第一所在医学课程中实施以问题为基础的学习的学校。麦克玛斯特大学医学院建立于1960年代后期,根据该校在商学院和法学院实施以案例为基础的教学中所取得的经验,以及医学院在临床教学中实施以病例为基础的长期实践,该院全面推行了以问题为基础的学习,它对全世界医学院的教学已经和将继续产生重要的影响。 相似文献
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尼泊尔科伊拉拉医学院学生对以问题为基础的学习(PBL)的评价 总被引：1，自引：0，他引：1
以问题为基础的学习(PBL)是一个面向理解和解决问题的学习过程,麦克玛斯特大学于1969年首先引进了PBL,目前全世界有60多所医学院校采用了PBL,但各校对从传统的方法过渡到PBL的理解有所不同,因而在实施PBL时各有所异。尼泊尔科伊拉拉医学院在部分课程中采用了PBL教学法,为阐明学生对PBL教学法的看法,该院生理学系的Bhattacharya N对此进行了调查,本文根据作者发表在Medical Education 1998,32:407～410上的论文编译。 相似文献
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以问题为基础的讨论式教学模式探讨 总被引：7，自引：0，他引：7
讨论式教学法大致有四种形式:(1)伙伴式讨论(2)集体式讨论(3)主题式讨论(4)随机式讨论。1969年由加拿大麦克玛斯特大学美国神经病学教授Bar-rows首创了的以问题为基础的学习(Problem-Based Learning,PBL)的教学法[1]。PBL教学模式打破了传统的以学科为基础、以教师为中心、以课堂讲授为主的教学模式而提倡主动学习。其特点为:在开放的教学环境中,以学生为主体,教师为引导,在对实际问题的研究和讨论中,加强对学生实用能力的培养。这包括: 相似文献
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以问题为基础的学习(PBL)在英国医学教育中的应用 总被引：5，自引：0，他引：5
在过去几十年中,美国、加拿大、荷兰、澳大利亚等国的部分革新型医学院先后试行了PBL教学法,诸如荷兰林堡大学、加拿大麦克玛斯特大学、澳大利亚纽卡斯尔大学、美国哈佛大学、新墨西哥大学、南伊利诺斯大学、拉什大学的医学院实施以PBL为内容的教改实践,《国外医学医学教育分册》曾分别予以介绍.在上述各医学院教改实践的推动下,自1990年代开始,英国的部分医学院也进行了以PBL为内容的课程改革试验.为进一步推广PBL在课程改革中的应用,英国皇 相似文献
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PBL在大学中外合作班英语教学中的运用 总被引：1，自引：0，他引：1
基于问题式学习（PBL）能有效提高学生的学习兴趣,培养学生自主学习能力和实际运用的技能。文章结合中外合作班英语教学问题的设置及PBL教学设计过程,探讨实施PBL教学模式的方法、策略与意义,以期对大学英语教学改革有所启示。 相似文献
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目的近几年来 ,世界上也正在进行着从医学生应学会的技术、知识的增加、伦理观的变化 ,到医学教育制度和课程的重新评估。196 9年麦克玛斯特大学医学院开发并开始实施的以问题基础的小小组学习——导师制教育(problem- based learning,PBL ) ,是以提高学生的自学动机 ,提高学生自己解决问题能力为目标的教学法。该教学法具有同以前的教学法不同的很多优点 ,所以最近日本国内几所医学院校正在实行或进行着实施的研究 ,并期待着其有效性。东京女子医科大学从 1990年开始 ,作为医学教育制度之一 ,从1年级到 4年级进行导师制教育。这一导师制… 相似文献
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《校园英语(教研版)》2015,(9):10-11
在大学英语教学中运用PBL教学模式能充分调动学生参与学习的积极性,提高学生语言技能和自主学习能力。本文在教学实际过程中运用PBL模式设计教学环节,并对PBL教学模式实施过程中需注意的问题做了讨论。 相似文献
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Meilan Zhang Joyce Parker Jan Eberhardt Susan Passalacqua 《Journal of Science Education and Technology》2011,20(5):468-481
Problem-Based Learning (PBL), an instructional approach originated in medical education, has gained increasing attention in
K-12 science education because of its emphasis on self-directed learning and real-world problem-solving. Yet few studies have
examined how PBL can be adapted for kindergarten. In this study, we examined how a veteran kindergarten teacher, who was experienced
with PBL in her own learning, adapted PBL to teach students earth materials, a topic emphasized in the new state curriculum
standards but students had difficulty understanding. The pre-post tests showed that students improved their content understanding.
Analysis of the classroom discourse showed that PBL and the teacher’s facilitation strategies provided opportunities for students
to develop their questioning skills. In conclusion, we discuss the implications of this study for using PBL in kindergarten
classrooms. 相似文献
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《Journal of Teaching in Social Work》2013,33(3-4):217-234
Abstract Problem-based learning has been described for use in medical education and is thought to be a superior approach to traditional didactic methods. We describe the use of PBL as an innovative approach to the education and training of social workers on an interdisciplinary health care team. An actual PBL case is described, and a discussion of the advantages and disadvantages to this approach is presented. The use of PBL on interdisciplinary teams helps educate social workers to work effectively on teams, and educates other professionals about the social work role and how to utilize social work services effectively. 相似文献
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利物浦大学在医学教育中勇于创新,1996年医学课程全面转为基于问题的学习（PBL）模式,这为医学史课程的开设提供了契机。作者介绍了过去十年中该校医学史课程的建设与发展历史,分析了影响教学实施的多方因素。 相似文献
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《学习科学杂志》2013,22(2):173-208
In this article, I present a longitudinal study comparing problem-solving performance for medical students trained using 2 different approaches to medical education. The first approach is the traditional medical education that involves lectures supplemented by laboratory exercises. The second approach is problem-based learning (PBL). In PBL, students learn basic science in small groups in the context of authentic patient problems. Because an expected outcome of medical education is to move students along the path from naive laypersons to novice physicians, the effects of these approaches should be understood in terms of how they affect the early acquisition of cognitive skill. The results indicate that there are important cognitive benefits of the PBL approach. 相似文献
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石昆 《晋城职业技术学院学报》2009,2(2):10-12
学校课程是由显性课程和隐性课程共同构成的,但在学历社会和功利价值的影响下,学校教育中更多的是关注显性课程对学生的作用,片面的强调显性课程的重要性,而忽视了隐性课程的教育功能。本文尝试通过开发校园文化和班集体这两个重要环节探索学校隐性课程开发的途径。 相似文献
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医学人文融入医学PBL教学的调查与思考 总被引：3，自引：0，他引：3
医学人文教育正面临数量与质量的艰难平衡.本研究通过对我国部分已实施PBL教学的医学院校的问卷调查,结果显示我国现行医学人文教育还不能满足师生需要、PBL教学中涉及的医学人文分量不足,"医学人文教育融入医学专业PBL教学"是一条可行之路. 相似文献
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Jun Wang Weiguang Zhang Lihua Qin Jing Zhao Shuyong Zhang Jin Gu Changman Zhou 《Anatomical sciences education》2010,3(3):121-126
Problem‐based learning (PBL) has been introduced to medical schools around the world and has increasingly become a popular pedagogical technique in Asian countries since 1990. Gross anatomy is a fundamental basic science course in virtually all medical training programs, and the methods used to teach it are under frequent scrutiny and revision. Students often struggle with the vast collection of new terms and complex relationships between structures that they must learn. To help students with this process, our department teaches separate systemic and regional anatomy courses, the latter in a PBL format. After three years of using PBL in our regional anatomy course, we have worked out a set of effective instructions that we would like to share with other medical schools. We report here evidence that our clinical PBL approach stimulates students' interest in learning and enhances anatomy education in a way that can foster better practices in our future medical work force. Anat Sci Educ. © 2010 American Association of Anatomists. 相似文献
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云南电大医学远程教育在课程体系、课程内容、评价手段、实践环节、学生等方还面存在一定的问题,应从优化课程设置和教学内容、做好学习支持服务、激发学生自主学习的积极性、重视实践环节、开发学生的创造性、注重评价手段的灵活性、针对性与实用性、加强对教学点的培训等方面入手,提高电大医学远程教育的质量和社会适应能力。 相似文献
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Sven Nilsen 《International Journal of Inclusive Education》2017,21(2):205-217
The central issue of this article is the coordination between special and general education in curriculum planning for pupils with special educational needs. The focus is on individual education plans (IEPs) in special education and work plans in general education. This is also viewed in relation to how special and general education teachers cooperate on planning. The analysis is based on a qualitative interview study with special and general education teachers in four primary and lower secondary schools in two municipalities. A clear pattern is shown in the study, where curriculum planning for special and general education is not very coordinated and cooperation between special and general education teachers is often very limited. Thus, curriculum planning within special and general education appears to be more separated than coordinated. The two groups of teachers appear to adopt traditional and partly separate roles, and tend to plan individually rather than together. Responsibility for the education of pupils with special needs seems to be more divided than shared. 相似文献
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亚洲医学院校PBL的实施和学生的体验 总被引：13，自引：0，他引：13
为了调查PBL在亚洲医学院校中的实施情况，作者收集和分析了相关的文献报道和会议报告。结果表明，大多数亚洲医学院校和学生对采用PBL是积极的，有些问题，在教师的帮助下，经短期适应以后也被克服了。为保证PBL的成功实施，关键因素是学校行政管理人员的有力支持、PBL的设计和师生的培训。 相似文献