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《佳木斯教育学院学报》2016,(10)
目的:分析多元化教学法在儿科临床护理教学中的应用效果。方法:随机将学生分成两组,即实验组和对照组,实验组给予多元化教学法;对照组给予传统教学方法。在期末考试中用同样的方法来检测两组的临床操作能力以及理论知识,并调查实验组学生对多元化教学法的认可度。结果:对照组的期末考试成绩(P<0.05)以及临床操作技能(P<0.01)都远不如实验组。结论:通过多元化的教学方法,可以有效的提高学生的学习兴趣以及综合能力,进而提高教学的质量。 相似文献
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《赤峰学院学报(自然科学版)》2017,(14)
目的:探究Sandwich与Problem-based learning(PBL)法在诊断学教学实践方法中的应用价值.方法:选取我校2015年9月开始进行诊断学学习的108名学生,使用随机数字法将其分为实验组、对照组及空白对照组,每组各36名,实验组学生采用Sandwich法进行教学,对照组采用PBL法进行教学,空白对照组使用传统教学方法进行教学;利用主观调查问卷及综合考试成绩评价教学质量.结果:主观问卷调查显示,超过90%的学生认为Sandwich教学法优于另外两种教学方法,Sandwic可提高学生学习兴趣、提升学习动力、提高学习效果,利于学生构建分析解决问题的能力,同时实验组学生考核成绩显著优于对照组及空白对照组(P0.05).结论:诊断学教学过程中运用Sandwich教学模式可显著提升教学质量,值得推广使用. 相似文献
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目的:探讨多种教学法与传统教学法在妇产科教学中的应用以及教学效果。方法:选择湖南中医药大学2012年2月—2012年9月期间2009级影像学专业本科01、02班同学作为研究对象,按班级分为对照组(n=47)和实验组(n=58),实验组采用多种教学法,对照组采用传统教学方法,并且于期中、期末分别进行问卷调查,并比较两组学生期末考试成绩,使用SPSS软件统计两组学生间的评教结果以及考试成绩差异。结果:多种教学方法组(试验组)理论成绩及临床技能考核成绩明显高于对照组(P<0.05),并且实验组学生对于多种教学法各方面评教均优于对照组(P<0.05)。结论:多种教学法教学效果优于传统教学法,能够提高学生学习兴趣,使学生主动发现问题、思考问题并解决问题,从而提高学生的临床思维能力,多种教学法作为一种有效的教学方法值得在临床课程教学中进一步地推广应用。 相似文献
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李俊 《南昌教育学院学报》2013,(8):67-68
目的:探讨行动导向教学法在医学免疫学与微生物学教学中的效果。方法:以本院2010级大专学生为研究对象,将两个班级分为对照组和实验组,两组学生入学成绩无差异,对照组采用传统教学法,实验组采用行动导向教学法,比较两组教学效果。结果:实验组考试成绩优于对照组(P<0.05),且实验组学生普遍认为此种教学方法能够全面提高自身的素质。结论:行动导向教学法能够符合学生的需求,将学生被动接受为主动参与,可大大提高教学质量,可在教学中大力推广。 相似文献
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将2009级和2010级护理专业学生分别作为对照组(n=40)和实验组(n=40),实验组采用四步教学法,对照组采用传统教学法,比较两组的教学效果,并调查学生对各自教学模式的认可程度。实验组实验考核成绩明显优于对照组(p<0.01),实验组对四步教学法的认可程度优于对照组对传统教学法的认可程度。四步教学法优于传统教学法,有助于学生全面发展。 相似文献
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目的:讨论微格训练教学模式在推拿实验教学中的应用效果。方法:将我校2009级七年制针灸英语班的60名学生随机分为实验组(30名)和对照组(30名),两组的教学内容均为推拿手法学的实验操作。实验组采用微格教学法,对照组采用传统教学方法。比较两组学生推拿操作考试成绩及对教学方法满意度情况。结果:微格教学组推拿操作考试成绩及教学方法满意度均优于传统教学组,两组比较差异均有统计学意义(P<0.01)。结论:微格训练法作为一种教学新颖的教学方法,针对性强、操作实施简单、教学成效显著,可在针灸推拿日常操作技能教学课程当中推广使用。 相似文献
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目的:探讨案例教学法在专科护理《生物化学》教学中的应用及教学效果。方法:选择2009级专科护理专业2个班分别设为实验组和对照组,对照组采用传统教学方法完成《生物化学》教学任务,实验组以案例教学法完成教学任务。结果:授课结束后,对比两个班期末理论考试成绩和学生对教师教学质量的评价,实验组优于对照组(P<0.01),对实验组学生做问卷调查,85.2%的学生对于案例教学法给予正性评价。结论:案例教学法在《生物化学》教学中教学效果优于传统教学法,能够促进学生对学科知识的掌握,培养学生应用学科知识指导临床护理实践的能力。 相似文献
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Due to the speedy emergent investigation in self-directed learning (SDL) over the past 40 years, SDL is an education technique used progressively within tertiary institutions. SDL can be well-defined in terms of the amount of accountability the student accepts for his or her own learning. The self-directed students regarding learning take control and apply self-determination to learn what they view as imperative for themselves. The amount of control the students are keen to take over their own learning will depend on their assertiveness, aptitudes and personality characteristics. The article thus explores what individual features and characteristics can define the student who is involved in SDL; What capabilities and characteristics need to be grasped by the students who are involved in SDL? Therefore, the objective of the article was to identify characteristics of the self-directed learner in the context of teacher education. Based on our conclusion, it is clear that teacher-students should challenge themselves within this process of SDL development to participate in SDL opportunities. The characteristics of SDL teacher-students must be strengthened to promote their self-directedness with regard to learning and it is also the lecturer’s task to create a class atmosphere of SDl to inculcate and develop SDL characteristics in students. 相似文献
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Chia-Wen Tsai 《Interactive Learning Environments》2016,24(4):665-680
As more and more educational institutions are providing online courses, it is necessary to design effective teaching methods integrated with technologies to benefit both teachers and students. The researcher in this study designed innovative online teaching methods of team-based learning (TBL) and co-regulated learning (CRL) to improve students' computing skills. The participants in this study were 124 undergraduates from three classes taking a compulsory course titled “Applied Information Technology: Data Processing.” There were three blended classes involved in this empirical study. The first group (EG1), which received the treatment of online TBL and CRL, and the second group (EG2), which received the treatment of online TBL only, were the experimental groups. The last group, which received the traditional teaching method, served as the control group. Before the experiment started, the author conducted a pretest to confirm that the differences of students' computing skills among the three groups were not significant at the beginning of the course. Based on the analysis of the post-test, the results indicate that students who received the intervention of online CRL had significantly better computing skills for using Excel by semester-end than those without. However, the intervention of online TBL did not contribute to better learning effects in this study. Based on the findings in this study, the author points out implications for teachers, schools, and educators, particularly for those responsible for courses focusing on solving ill-structured problems and those students who have typically received traditional didactic pedagogy for many years. 相似文献
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Chia-Wen Tsai 《高等教育研究与发展》2015,34(6):1270-1280
Many education institutions and teachers are recognizing and applying online learning and related educational technologies to help students achieve satisfactory learning performance. Due to the free entertainment on the Internet that may distract students’ attention from online courses and with the purpose of developing students’ teamwork abilities, the author in this study adopted team-based learning (TBL) and co-regulated learning (CRL) to develop students’ involvement in a blended computing course. The subjects in this study were 111 first-year students from three classes taking a compulsory course titled ‘Applied information technology: data processing’. The first group (G1, which received online TBL and CRL) and the second group (G2, which received online TBL only) were the experimental groups. The last group (CG), which received the traditional teaching method in a blended learning environment, served as the control group. The results in this study indicate that students who receive the online TBL have significantly higher involvement than those without. However, the online CRL does not contribute to better development of students’ involvement in the implementation of TBL. The insights for teachers who plan to adopt e-learning, and the reasons for the ineffectiveness of CRL, are discussed in this study. 相似文献
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Chia-Wen Tsai 《Interactive Learning Environments》2013,21(3):344-355
This research investigated, via quasi-experiments, the effects of web-based co-regulated learning (CRL) on developing students' computing skills. Two classes of 68 undergraduates in a one-semester course titled “Applied Information Technology: Data Processing” were chosen for this research. The first class (CRL group, n = 38) received the intervention of web-based CRL teaching methods, while the second one (control group, n = 30) received a traditional teaching method for computing education. The results in this study show that students who received the web-based CRL attained significantly better computing skills than those who received the traditional teaching method. This study provides a design and illustration of web-based CRL for teachers, educators, and schools which place importance on improving students' computing skills and pay attention to development of online courses. 相似文献
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Present paper explores the implications and barriers associated with the transition from teacher-directed learning (TDL) to self-directed learning (SDL) in the EFL classroom in Pakistan. This study intends to explore teachers’ views about the nature and viability of implementing the SDL approach to teach English in Pakistan. A qualitative approach is followed in data collection and a contrastive thematic method is employed for analysis. With a sample of 16 English language teachers from four public universities, data is collected through semi-structured interviews. The results show that teachers view SDL with a potential to make students self-sufficient and autonomous, but Pakistani education system, cultural background, and learners’ psychological aspects hinder the process of transition. These obstacles may be removed through creating awareness among teachers and students, and by bringing more flexibility into syllabi and teaching methods, and most importantly, through training local teachers. 相似文献
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The aim of the study was to evaluate our practice of self-directed learning (SDL) among pre-university students in Malaysia. Respondents provided data on their previous school learning experiences besides present SDL experiences in college. We carried out exploratory factor analysis based on the school data. We did a confirmatory factor analysis using College SDL experiences of students. Given high similarities between the measurement models, we decided to use the original structure of the instrument. Students provided feedback using a questionnaire based on Prociuk’s. A large majority declared that they needed SDL experiences which they lacked while at school. The study also showed that students had rated their SDL experiences in college more positively than in school, on four factors of SDL experiences. Pearson correlations showed that “knowledgeable and organised teachers” and “promotion of active learning” correlated significantly with students’ current satisfaction with SDL in college. 相似文献
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Self-Directed Learning in Problem-Based Learning and its Relationships with Self-Regulated Learning 总被引：4，自引：3，他引：1
Sofie M. M. Loyens Joshua Magda Remy M. J. P. Rikers 《Educational Psychology Review》2008,20(4):411-427
This study investigated the role of self-directed learning (SDL) in problem-based learning (PBL) and examined how SDL relates
to self-regulated learning (SRL). First, it is explained how SDL is implemented in PBL environments. Similarities between
SDL and SRL are highlighted. However, both concepts differ on important aspects. SDL includes an additional premise of giving
students a broader role in the selection and evaluation of learning materials. SDL can encompass SRL, but the opposite does
not hold. Further, a review of empirical studies on SDL and SRL in PBL was conducted. Results suggested that SDL and SRL are
developmental processes, that the “self” aspect is crucial, and that PBL can foster SDL. It is concluded that conceptual clarity
of what SDL entails and guidance for both teachers and students can help PBL to bring forth self-directed learners. 相似文献
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Chia-Wen Tsai 《Interactive Learning Environments》2013,21(6):737-751
Innovative teaching methods integrated with web technologies have been increasingly used in higher education. However, there are few studies discussing effective web-mediated teaching methods for both students and teachers. To help students learn and develop their academic involvement in a blended course, and improve their thoughts regarding this course, the author in this study re-designed and re-developed a combined teaching method for the course. The author conducted a quasi-experimental study to explore the effects of different combinations of web-mediated CL with/without initiation and SRL with/without feedback on involving students and enhancing their thoughts regarding this blended course. This research involved 227 second-year university students from four class sections, including three experimental groups (CISF, CIS, and CI groups), and a control group (C group), who received different combined interventions. In this research, students in CISF group (web-mediated instruction that integrated CL with initiation and SRL with feedback) significantly improved their involvement by the end of the course. In addition, students in CISF group had positive thoughts regarding web-mediated CL with initiation and SRL with feedback. The implications and discussion for teachers who plan to design teaching methods for online courses are also provided in this paper. 相似文献
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R. A. Stewart 《European Journal of Engineering Education》2007,32(4):453-465
Modern learning approaches increasingly have fewer structured learning activities and more self-directed learning tasks guided through consultation with academics. Such tasks are predominately project-/problem-based where the student is required to follow a freely guided road map to self discovery while simultaneously achieving desired learning outcomes for a particular course. However, many international students struggle to adjust to an Australian higher learning environment where they are being increasingly encouraged to undertake self directed learning (SDL). Thus, this paper proposes the concept that international students who have higher readiness for SDL gain greater learning outcomes from project-based learning (PBL) approaches. To achieve this objective, a questionnaire survey of 26 students (65% of class) completing an engineering management course was conducted. Linear regression analysis provided evidence that SDL readiness was a key enabler for achieving learning outcomes from PBL. In particular, having high self-management skills was shown to be the most significant and reliable predictor for achieving learning outcomes from PBL. Through understanding students SDL readiness at the commencement of their engineering programmes, academics can better tailor PBL support mechanisms to achieve desired learning outcomes. 相似文献
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关于医学教育中的自导学习 总被引：1，自引：0，他引：1
为了促进学习者有效适应未来发展的需要，帮助教师对自导学习(SDL)予以更多思考和关注，文章简要介绍了SDL的含义与所需的能力；重点讨论了PBL模式对SDL的支持关系，师生对SDL的认识．以及教师应在学生SDL中发挥的作用。SDL的实现是循序渐进的过程，SDL的能力通过解决问题逐步得到发展，并需要教师的必要引导。 相似文献