Teaching and Learning Strategies of PBL
Teaching and Learning Strategies of PBL
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PBL的教学策略
DOI：
10.3946/kjme.2002.14.2.145
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发表时间：
1970
影响因子：
--
通讯作者：
Sun Kim
中科院分区：
文献类型：
--
作者：
Ye;Sun Kim
目的：基于问题的学习是一种有效的教学方法，使学生能够获得解决问题的技能，有效地利用信息，携带生产性智力，创造性地思考，学习团队合作和责任。同时，学生掌握课堂的主动权，通过学习自主学习的方法，最终实现终身教育。本研究旨在发展以问题为基础的有效教学策略。方法：采用问卷调查法、课堂观察检查表、教师评价表对学生进行个案研究。这项研究的对象是延世大学医学院的83名学生和19名导师。结果：基于问题的学习的积极模块的特点是：学生在课堂上表现出良好的团队合作精神，学生对主题有积极性和兴趣，提供给学生的数据和材料对解决问题非常有用。基于问题的学习互动最重要的因素是学生提出的问题的数量，而模块的难度与教师和学生的互动无关。学生在自主学习过程中严重依赖课本。而物理环境和课堂幽默的使用是影响学习环境的重要因素。结论：教师和学生应使用教学策略(C-O-I-Q)和学习策略(M-R-I-Q)，促进师生互动，活跃学生讨论，营造课堂氛围。
Purpose: Problem-Based Learning is an effective teaching and learning method enabling the students to achieve problem solving skills, use information effectively, carry productive intelligence, think creatively, learn teamwork and responsibility. Also, students take the initiative of the class and by learning the method of self-directed learning, it will eventually lead to life time education. The purpose of this study was to develop effective teaching and learning strategy of Problem-Based Learning. Methods: The study is a case study using investigative method and questionnaires, class observation check list, and teachers’ evaluation sheets of the students. The subject of this study was 83 students and 19 tutors of Yonsei University College of Medicine. Results: The characteristics of positive module in Problem-Based Learning are; students show good teamwork during the class, students are motivated and find interest in the subject, the data and materials given to the students is very useful in solving the problem. Most important element of Problem-Based Learning interaction is the number of questions asked by the students and the difficulty of the modules has no relation to the interaction of tutors and students. Students heavily rely on using textbooks during their self-regulated learning. And the elements greatly effecting the learning environment are physical environment and the use of humor in class. Conclusion: Tutors and students should use the teaching strategy (’C-O-I-Q’) and the learning strategy (’M-R-I-Q’) to facilitate the interaction of tutors and students, activate students’ discussion and foster class climate.