摘要
目的比较工作小组模式教学(TBL)与工作坊(workshop)教学法在高职康复医学带教中的应用效果。方法选取2018年3~6月北京京北职业技术学院2017级高职护理方向1班及康复治疗方向1班共120名高职生作为研究对象,护理方向1班予以TBL教学法为TBL组(61名),康复治疗方向1班予以workshop教学法为workshop组(59名)。采用统一命题试卷和康复操作流程考核表考核两组学生综合成绩,比较两组学生的理论成绩及康复操作技能;采用自制教学满意度调查表评价师生对教学满意度情况;专家评定教学过程采用自制教学过程评估表。结果 workshop组理论知识和实践技能考核得分高于TBL组,差异有高度统计学意义(P <0.01);两组师生对教学满意度结果评定差异无统计学意义(P> 0.05);两组专家评定结果差异无统计学意义(P> 0.05)。结论 workshop教学与TBL教学法在提高学生学习兴趣、效率及自学能力上均有显著优势,可加深学生理解记忆所学内容,提高教师教学质量及综合素质,增强师生互动,提高团队合作精神,但workshop教学法在各方面评定上较TBL教学法稍显优势,两种教学方法均可在实际教学中广泛运用。
Objective To compare the application of TBL and workshop in rehabilitation medicine teaching in higher vocational colleges. Methods From March to June 2018, 120 students from Class 1 of nursing direction and Class 1 of rehabilitation direction in Northern Beijing Vocational Education Institute were selected as the subjects, 61 students from Class 1 of nursing direction given TBL teaching method were as TBL group, 59 students from Class 1 of rehabilitation direction given workshop teaching method were as workshop group. A unified proposition test paper and a rehabilitation operation process assessment form were used to assess the comprehensive performance of the two groups;the theoretical scores and rehabilitation skills of the two groups was compared;the teaching satisfaction questionnaire was used to evaluate the satisfaction of teachers and students;self-made teaching process assessment form was used to evaluated the teaching process by the experts. Results The theory and practice skills assessment scores in the workshop group were higher than the TBL group, the differences were statistically significant (P < 0.05). The teaching satisfaction between teachers and students in two groups were compared, the differences were not statistically significant (P > 0.05), the expert evaluation in two groups were compared, the differences were not statistically significant (P > 0.05). Conclusion Workshop teaching and TBL teaching method have obvious advantages in improving students′ learning interest, efficiency and self-learning ability. It can deepen students′ understanding and memorizing content, improving teachers′ teaching quality and comprehensive quality, enhance teacher-student interaction and team spirit. But the workshop teaching method is slightly superior to the TBL teaching method in all aspects of evaluation. Both methods can be widely used in practical teaching.
作者
贾真
刘琼
高科
吴秋霞
JIA Zhen;LIU Qiong;GAO Ke;WU Qiuxia(Northern Beijing Vocational Education Institute, Beijing 101400, China;Department of Rehabilitation Medicine, Beijing Huairou Hospital, Beijing 101400, China)
出处
《中国医药导报》
CAS
2019年第19期81-84,101,共5页
China Medical Herald
基金
北京市青年英才资助项目(YETP1822)
关键词
工作小组模式教学
工作坊教学
高职
康复治疗
TBL
Workshop teaching
Higher vocational education
Rehabilitation medicine
