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在生物化学实验教学中引入PBL教学法已成热点。大量研究结果表明,PBL教学法能能够激发学生学习积极性,提高其综合能力,提升实验教学水平,优于传统教学法。但由于PBL教学法对教学资源储备、学生自学能力、教师思想观念及知识储备、教学效果评价体系要求较高,造成某些医学院校及教师在推行PBL教学法时遇到困难。为有效解决以上困难,运用CBL结合PBL教学法,创新发展与PBL教学法相结合的新型教学方法,是成为PBL教学法在生物化学实验教学中的发展应用PBL教学法的新趋势。 相似文献
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为了提高学生学习的主动性及综合素质,将以问题为基础的PBL教学法应用于实验教学中,可以解决学生对于分析化学实验学习兴趣不高、动手能力差等问题。文章从应用PBL教学法的优势、教学改革内容以及需要注意的问题三个方面对PBL教学法应用于分析化学实验教学进行了初步讨论。为更好的提高实验教学质量提供一些借鉴。 相似文献
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通过PBL教学法在检体诊断实验教学过程中的应用,发现PBL教学法能提高学生自学能力,激发学生学习积极性,提高学生独立分析、解决问题的能力,提高检体诊断实验教学质量。 相似文献
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在遗传学实验教学改革中引入PBL教学法,围绕实验教学内容设计并在实验教学过程中贯穿PBL教学法,对于培养学生的自学能力、分析和解决问题的能力以及团队精神等都具有良好的教学效果。 相似文献
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为了让食品专业学生在有限的学时内掌握基本的仪器分析实验知识,培养学生自主学习、综合思考和解决问题的能力,在仪器分析实验教学中,本文作者采用PBL教学法与传统教学法进行对比性研究.结果表明,PBL教学法在仪器分析实验教学中是一种培养和提高学生各种能力及综合素质的较好的教学模式,其教学效果优于传统教学法,但在其教学实施过程中也存在一些问题.因此教师应结合实际合理运用PBL教学法. 相似文献
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目的：护理学基础实验教学中进行PBL教学法模式与传统教学模式对比,探索科学有效的教学方法。方法：从我院2010级护理班中,随机抽取4个班级分为实验组（102人）及对照组（106人）,分别采取PBL模式教学和传统方法教学。结果：实验组学生成绩显著高于对照组,学生的学习兴趣和主动性也有了很大提高。结论：PBL教学法在护理学基础实验教学中具有一定的优越性,有助于提高学生的学习兴趣和学习能力。 相似文献
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Sarah Sullivan Dana Gnesdilow Sadhana Puntambekar Jee-Seon Kim 《International Journal of Science Education》2013,35(12):1573-1600
ABSTRACTPhysical and virtual experimentation are thought to have different affordances for supporting students’ learning. Research investigating the use of physical and virtual experiments to support students’ learning has identified a variety of, sometimes conflicting, outcomes. Unanswered questions remain about how physical and virtual experiments may impact students’ learning and for which contexts and content areas they may be most effective. Using a quasi-experimental design, we examined eighth grade students’ (N?=?100) learning of physics concepts related to pulleys depending on the sequence of physical and virtual labs they engaged in. Five classes of students were assigned to either the: physical first condition (PF) (n?=?55), where students performed a physical pulley experiment and then performed the same experiment virtually, or virtual first condition (VF) (n?=?45), with the opposite sequence. Repeated measures ANOVA’s were conducted to examine how physical and virtual labs impacted students’ learning of specific physics concepts. While we did not find clear-cut support that one sequence was better, we did find evidence that participating in virtual experiments may be more beneficial for learning certain physics concepts, such as work and mechanical advantage. Our findings support the idea that if time or physical materials are limited, using virtual experiments may help students understand work and mechanical advantage. 相似文献
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Prior research shows that representational competencies that enable students to use graphical representations to reason and solve tasks is key to learning in many science, technology, engineering, and mathematics domains. We focus on two types of representational competencies: (1) sense making of connections by verbally explaining how different representations map to one another, and (2) perceptual fluency that allows students to fast and effortlessly use perceptual features to make connections among representations. Because these different competencies are acquired via different types of learning processes, they require different types of instructional support: sense-making activities and fluency-building activities. In a prior experiment, we showed benefits for combining sense-making activities and fluency-building activities. In the current work, we test how to combine these two forms of instructional support, specifically, whether students should first work on sense-making activities or on fluency-building activities. This comparison allows us to investigate whether sense-making competencies enhance students’ acquisition of perceptual fluency (sense-making-first hypothesis) or whether perceptual fluency enhances students’ acquisition of sense-making competencies (fluency-first hypothesis). We conducted a lab experiment with 74 students from grades 3–5 working with an intelligent tutoring system for fractions. We assessed learning processes and learning outcomes related to representational competencies and domain knowledge. Overall, our results support the sense-making-first hypothesis, but not the fluency-first hypothesis. 相似文献
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Charoenchai Wongwatkit Niwat Srisawasdi Gwo-Jen Hwang 《Interactive Learning Environments》2017,25(7):889-903
The advancement of computer and communication technologies has enabled students to learn across various real-world contexts with supports from the learning system. In the meantime, researchers have emphasized the necessity of providing personalized learning guidance or support by considering individual students’ status and needs in order to improve their learning performance. Based on this perspective, this study proposes a formative assessment-based approach for improving the learning performance of students in a personalized learning environment. An integrated learning diagnosis and formative assessment-based personalized web learning system was developed based on this approach. To evaluate the effectiveness of the proposed approach, an experiment was conducted in an elementary school mathematics course in Thailand. The experimental results showed that (1) the students learning with the proposed system revealed significantly better learning achievement and learning perceptions than those learning with the conventional learning system and (2) students’ learning perceptions of the system had significant relationships with their learning achievement. 相似文献
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重新认识与组织实验教学 总被引：1，自引：0，他引：1
从实验教学的目的和实验的本义出发,重新认识实验与实验教学,重新构建实验教学体系和实验教学场所,基于问题或项目设计实验课程,使实验教学真正再现一个完整的真实的实验过程,让学生在这过程中综合运用其知识、能力和态度,自主完成设定的教学目标,激发专业兴趣和学习主动性,全方位地培养知识、能力和综合素质。 相似文献
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The purpose of the experiment was to examine whether students better understand a science text when they are asked to self-generate summaries or to study predefined summaries. Furthermore, we tested the effects of verbal and pictorial summaries. The experiment followed a 2 × 2 design with representation mode (verbal vs. pictorial) and learning activity (self-generating vs. studying) as experimental factors. The main dependent variables were learning performance, measured by a comprehension and a transfer test, and strategy use, measured by self-report scales. Seventy-one students (Grade 10) participated in the study. The results showed that studying predefined summaries in a pictorial representation mode facilitated deep understanding. Furthermore, mediation analysis showed that the effect of representational mode was mediated by students' spatial representations of learning content. The effect of spatial representations was in turn facilitated by mental imagery activities. 相似文献
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Douglas F. Kauffman Ruomeng Zhao Ya-Shu Yang 《Contemporary educational psychology》2011,36(4):313-322
This study explored conditions under which note taking methods and self-monitoring prompts are most effective for facilitating information collection and achievement in an online learning enviornment. In experiment 1 30 students collected notes from a website using an online conventional, outline, or matrix note taking tool. In experiment 2 119 students collected notes from a larger, more ecologically valid set of learning materials using the conventional, outline, or the matrix tool. One half of the students also received prompts designed to encourage self-monitoring. Results of both experiments indicated that the matrix note taking device was a superior tool for collecting information and for achievement. Results of experiment 2 indicated that self-monitoring prompts have a significant positive impact on notes taken and achievement as well. Results are discussed relative to self-regulated learning and perceptual enhancement theories. 相似文献
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Two common interest-enhancement approaches in mathematics curriculum design are illustrations and personalization of problems to students’ interests. The objective of these experiments is to test a variety of illustrations and personalization approaches. In the illustrations experiment, students (n?=?265) were randomly assigned to lessons with story problems containing decorative illustrations, contextual illustrations, diagrammatic illustrations, misleading illustrations, or no illustrations (only text [control condition]). Students’ problem-solving performance and attitudes were not affected by illustration condition, but learning was better in the control compared with contextual illustrations. In the personalization experiment, students (n?=?223) were randomly assigned to story problems that were either personalized based on: a survey of their interests, their choice of interest topics, a randomly assigned interest topic, or the original nonpersonalized story problem (control). The findings indicated there were benefits for choice personalization both for performance in the problem set as well as on a later learning assessment. 相似文献
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《Learning and Instruction》2007,17(5):465-477
This study demonstrated that the modality principle applies to multimedia learning of regular science lessons in school settings. In the first field experiment, 27 Dutch secondary school students (age 16–17) received a self-paced, web-based multimedia lesson in biology. Students who received lessons containing illustrations and narration performed better on subsequent transfer tests than did students who received lessons containing illustrations and on-screen text. In the second field experiment, 55 Dutch secondary school students (age 16–17) received similar multimedia programs that allowed more self-pacing and required students to record the time to learn. The illustrations-and-narration group outperformed the illustrations-and-text group on subsequent transfer tests for students who required less time to learn but not for students who required more time to learn. The interaction of learning time spent with modality of presentation on post-test scores was studied. Implications for testing of the robustness of cognitive theory of multimedia learning are discussed. 相似文献
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Jens Ove Riis Poul Israelsen Poul Kyvsgaard Hansen John Johansen Jochen Deuse 《European Journal of Engineering Education》2017,42(4):396-412
Challenged by increased globalisation and fast technological development, we carried out an experiment in the third semester of a global business engineering programme aimed at identifying conditions for training student in dealing with complex and ill-structured problems of forming a new business. As this includes a fuzzy front end, learning cannot be measured in traditional, quantitative terms; therefore, we have explored the use of reflection to convert tacit knowledge to explicit knowledge. The experiment adopted a Plan-Do-Check-Act approach and concluded with developing a plan for new learning initiatives in the subsequent year’s semester. The findings conclude that (1) problem-based learning develops more competencies than ordinarily measured at the examination, especially, the social/communication and personal competencies are developed; (2) students are capable of dealing with a complex and ambiguous problem, if properly guided. Four conditions were identified; (3) most students are not conscious of their learning, but are able to reflect if properly encouraged; and (4) improving engineering education should be considered as an organisational learning process. 相似文献
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E. Milton Grassell 《College Teaching》2013,61(4):199-201
AbstractCollege and university teaching involves almost universally and hegemonically the large group lecture format. This ubiquitous learning and teaching space has, however, long been criticized for the production of passive learning in which the “sage on the stage” transmits, and students receive passively. This article reports on and evaluates a longitudinal multidisciplinary controlled experiment in which students were exposed to imagery and non-redundant text-narrative to assess the presence or absence of active learning principles. The trial found that students exposed to MML experienced 40–80% greater levels of active learning practices over those exposed to narrative and text. Given the physiological (cognitive) nature of MML predictions, the implications of the research impact upon all disciplines where lectures are a means of knowledge-sharing practices in Higher Education. 相似文献