基于双PBL模式的有机化学实验教学探索     

郑春满  盘毅  洪晓斌  韩喻 《实验室研究与探索》2013,32(8)

针对传统有机化学实验教学中存在的问题和不足,将基于问题的学习和基于项目的学习模式交叉融合,进行基于双PBL模式的有机化学实验教学探索与实践。以对溴乙酰苯胺的合成为例,从问题设计、项目设计、教学过程和教学方法等多方面探讨了基于双PBL模式在有机化学实验教学中的可行性。教学实践表明,基于双PBL模式的有机化学实验教学能够激发学生的学习热情,有效地提高实验课程的教学质量。  相似文献   

PBL教学模式在大学物理教学中的探索     

唐淑红 《娄底师专学报》2013,(2):114-116

在大学物理教学中,PBL教学模式值得我们探索与使用。从大学物理PBL教学模式的实践来看,三维教学目标的制定要符合学生实际情况,问题情境的设置要来源于生活实际,教学过程要重视学生的讨论、总结和反思。  相似文献   

Mapping continuity and change in the intellectual structure of the knowledge base on problem-based learning, 1974–2019: A systematic review     

Philip Hallinger 《British Educational Research Journal》2020,46(6):1423-1444

Problem-based learning (PBL) emerged during the 1970s in response to demands for active learning methods capable of developing transferable knowledge and skills in the training of doctors. Over succeeding decades, PBL was gradually adopted in other fields of education. This systematic review aimed to identify key streams of theory and empirical research that have emerged over time in PBL research and practice. The review sourced 12,036 Scopus-indexed documents published between 1974 and 2019. Science mapping was used to reveal the ‘intellectual structure’ or key research themes that have evolved in this literature over the past 45 years. The science mapping tool used in this review was author co-citation analysis conducted in VOSviewer software. Author co-citation analysis identified three schools of thought that together describe the intellectual structure of the PBL knowledge base: Design of PBL Curriculum and Instruction; PBL Effectiveness; Theory and Practice in Active Learning. In addition to portraying the intellectual structure of the literature as a whole, the review also conducted longitudinal analyses aimed at highlighting structural changes in this field over time. These analyses found that although the size and impact of schools of thought associated with Design of PBL Curriculum and Instruction and PBL Effectiveness increased over time, they remained stable in terms of theoretical foci. However, the Active Learning school evolved from a small school of authors associated with Cognitive Learning Theories prior to 2000 into the largest school of thought during the most recent decades. These findings both reaffirm the theoretical underpinnings of the PBL knowledge base and highlight its increasing integration with other forms of active learning.  相似文献   

澳大利亚两类医学院校毕业生的从业情况     

厉岩  周新文 《复旦教育论坛》2003,1(3):89-91

本文以纽卡斯尔大学医学院与悉尼大学医学院毕业生为例，采用配对的统计方法，对传统与非传统医学院毕业生的从业情况作了比较分析。结果显示：纽卡斯尔大学毕业生比悉尼大学毕业生更可能选择家庭医学或精神病学工作，而两所学校毕业生在主要职业、临床工作地点、工作单位和相同的招生标准方面的差异不显著。  相似文献   

《中国现代文学》课程的“问题式”教学     

孙钶心 《临沂师范学院学报》2008,30(5):122-124

绝大多数中文系的学生不是怀着对文学的虔诚进人大学的。教师必须思考中国现代文学教育教学如何才能走出困境？在选择教学的方式方法时,“问题式”教学就比较关键与重要。“问题式”教学改变了教师以讲为主、以讲居先的格局,调动了学生学习的积极性和主动性,使学生真正成为了学习的主体,同时也促使教师提高了教学水平。  相似文献   

课程思政融入“大学物理”课程探索与实践——以“动能定理”教学为例     

杜明润  李泽朋 《教育教学论坛》2021,(10):73-76

目前,课程思政建设已经在全国所有高校、所有学科专业全面推进。如何才能切实有效地将"课程思政"落实到教学过程之中,已成为每一名高校教师必须思考的重要课题。以"大学物理"课程中"动能定理"的教学为例,采用PBL教学法和思维导图教学法,将科学精神、爱国主义教育、人生哲理、辩证唯物主义世界观等思政元素融入"大学物理"课程教学之中,对课程思政教学的设计进行了初步的探索与实践,为"大学物理"课程更好地开展思政教育提供参考。  相似文献   

创新型PBL教学法在药剂学教学中的探索与应用     

侯琳  祝侠丽  朱玲 《教育教学论坛》2019,(19):177-178

近年来,PBL教学法已成为国际上广为关注的一种高等教育教学模式。在药剂学教学过程中,用PBL教学法改革现有教学模式,强调以学生为中心,理论联系实际,对促进学生主动学习,调动积极性非常有意义。然而,PBL教学法同时也存在一些问题,本文对PBL教学法进行改良,将其与多元教学模式结合起来,各取精华,旨在提高教学质量,为探索更有效的培养高素质药学人才的教学方法提供可借鉴的经验。  相似文献   

Adapting the Amazing Library Race: Using problem-based learning in library orientations     

Katelyn Angell  Katherine Boss 《College & Undergraduate Libraries》2016,23(1):44-55

  相似文献   

麦克玛斯特大学"问题学习法"   总被引：51，自引：0，他引：51  

李泽生  冼利青 《复旦教育论坛》2003,1(3):85-88

本文从麦克玛斯特大学“问题学习法”(problern-based learning)实施过程的各个方面：教育目标、教学安排、教学活动、教学评价、教学资源等方面介绍了PBL的教学过程，总结了麦克玛斯特大学PBL课程设置以学生为本，培养学生的学习态度和终身学习的能力以及在教学过程中倡导以生物—心理—社会医学模式培养适合社会发展需要的医生的经验。  相似文献   

Effects of problem-based discussion on studying a subsequent text: A randomized trial among first year medical students     

de Grave  Willem S.  Schmidt  Henk G.  Boshuizen  Henny P.A. 《Instructional Science》2001,29(1):33-44

The Purpose of this study was to examine effectsof group discussion of a medical problem on the comprehension of a subsequentproblem-relevant text by first year medical students.Forty-eight first-year medical students were randomly assigned toone of two conditions: The experimental group discussed a problem of blood pressureregulation, where the control group discussed a problem of vision. Subsequently, allstudents studied a text on the physiology of blood pressure regulation. Finally, a freerecall test was administered. Numbers of propositions accurately recalled were analyzed usinganalysis of variance (ANOVA). Students who discussed the blood pressure regulationproblem recalled 25% more from the text than those who discussed the control problem.This difference was statistically significant. The present study represented thefirst truly randomized trial in the ecologically valid context of a medical curriculum. Itdemonstrated the positive effects of problem-based tutorial group discussion on thecomprehension of text. It confirmed earlier findings from laboratory studies thatproblem-based learning, in addition to positive emotional and motivational long-term effectswell-documented in the literature, also has positive effects on learning.  相似文献