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目的分析以团队为基础学习教学法(team based learning,TBL)在高职高专《外科学》教学中的应用效果,探讨开展TBL教学法的意义,并完善教学实施方案,为提高《外科学》的教学效果提供一定的理论和实践基础。方法以湖北中医药高等专科学校2012级临床医学专业学生作为研究对象,采用整群抽样方式抽取2个自然班分别作为实验组和对照组。2组均为60人,且经检验2组具有可比性。其中,实验组采用以团队为基础学习教学法(team based learning,TBL)实施教学,对照组采用传统教学法(Lecture-based Learning,LBL),2组教学内容和进度保持一致。学期末利用自编期末考试试卷和《学习效果调查问卷》对2组学生的学习情况进行评价,并采用统计软件SPSS 17.0对2组学生的学习成绩及学习效果问卷中的七个维度进行比较,方法选用t检验和χ2检验。结果实验组学生考试成绩(81.86±5.60)显著高于对照组成绩(76.10±7.30),差异有统计学意义(t=2.25,P<0.05)。学习效果调查中学习积极性、环境与氛围、团队意识、思维能力、学习效率、综合应用能力和对教学模式的认可七个维度,实验组均明显优于对照组,差异均有统计学意义(P<0.05)。结论 TBL教学法在高职高专《外科学》的教学效果优于传统教学,提高了学生的学习自主性,有利于培养学生创新思维和团队合作精神,教学质量得到很好的提升。
Objective To analyze the application effect of team based learning (TBL) in the teaching of “science” in vocational colleges, and to explore the significance of carrying out the TBL teaching method and to improve the teaching plan. “The teaching results provide some theoretical and practical basis. Methods Taking students of Grade 2012 clinical medicine in Hubei College of Traditional Chinese Medicine as the research object, two natural classes were selected as the experimental group and the control group by cluster sampling method. Both groups were 60, and the test 2 groups were comparable. Among them, the experimental group adopted the teaching method based on team based learning (TBL), while the control group adopted Lecture-based Learning (LBL). The teaching content and schedule of the two groups were consistent. At the end of the semester, self-made final exam papers and ”learning effect questionnaire" were used to evaluate the learning performance of the two groups of students, and the statistical software SPSS 17.0 was used to compare the seven dimensions of the two groups of students’ academic performance and learning outcomes questionnaire. Methods t-test and chi-square test. Results The score of test group (81.86 ± 5.60) in experimental group was significantly higher than that of control group (76.10 ± 7.30), the difference was statistically significant (t = 2.25, P <0.05). There were significant differences between the experimental group and the control group (P <0.05), P> 0.05). The learning dimensions were positive in learning, environmental and atmosphere, team awareness, thinking ability, learning efficiency, comprehensive ability and recognition of teaching mode. <0.05). Conclusion TBL teaching method is superior to traditional teaching in the teaching of surgery in higher vocational colleges and improves the students ’learning autonomy, which is conducive to cultivating students’ innovative thinking and teamwork spirit, and teaching quality is improved well.