共查询到20条相似文献，搜索用时 140 毫秒
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为了让食品专业学生在有限的学时内掌握基本的仪器分析实验知识,培养学生自主学习、综合思考和解决问题的能力,在仪器分析实验教学中,本文作者采用PBL教学法与传统教学法进行对比性研究.结果表明,PBL教学法在仪器分析实验教学中是一种培养和提高学生各种能力及综合素质的较好的教学模式,其教学效果优于传统教学法,但在其教学实施过程中也存在一些问题.因此教师应结合实际合理运用PBL教学法. 相似文献
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基于问题的学习或译为"问题教学法"(PBL)是一种问题导向的教学模式,能够有效提高学生的学习兴趣,培养学生自主学习能力和问题解决技能.文章将PBL模式引入到组织行为学(OB)课程教学中,将PBL实施过程分成问题识别、问题探究、解决方案、测量、结果展示和反思等六个步骤.实践表明,在组织行为学教学中运用PBL模式提高了学生自主学习能力和学习热情,取得了良好的教学效果. 相似文献
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食用菌栽培是培养食用菌专业技术人员的核心专业,如何高效掌握并应用专业化知识至关重要,而以问题为导向的教学方法(PBL教学法)是一种以学生为中心的新型教学模式。文章就PBL教学法在食用菌栽培教学中的应用展开探究,阐述了PBL教学法应用的必要性;分析了PBL教学法的优势及存在的问题;同时提出提高PBL教学法在食用菌栽培教学中应用效果的对策。 相似文献
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PBL教学法在西部民族高等院校会计教学过程中的应用将会在激发学生学习主动性、提高学生实践应对能力、帮助学生提高知识综合运用能力、培养学生团队协作精神等方面产生不可替代的作用。由于这种教学法对教学环境有严格要求,而西部民族高等院校受学生素质不高、教师专业知识薄弱等影响,学生易产生参与“惰性”,为此需要不断改善教育教学环境、提高专业教师实践实战能力、拓展会计专业知识视野、培养学生配合协作意识,使PBL教学法在西部民族高等院校会计学教学过程中发挥应有的优势。 相似文献
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教育信息化已被纳入国家信息化发展整体战略,云计算在我国教育领域中将得到广泛应用。"翻转课堂"对于传统课堂而言是一场颠覆性的变革,以提高学生解决实际问题能力为目标的PBL教学法顺应了时代发展要求。基于云计算的PBL教学法和"翻转课堂"融合教学实施模型,以云计算辅助教学为平台,充分发挥PBL教学法和"翻转课堂"的优势,将教学过程分为以学生自学为主的课前知识学习阶段和以教师指导学生学会学习为特征的课中知识内化阶段,重新定义了教学过程的各个环节。 相似文献
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师绘敏 《佳木斯教育学院学报》2013,(12)
PBL教学法是以疾病问题为基础,学生为中心、教师为引导的小组讨论式教学。以"疾病——药物治疗"问题为中心,学生小组学习为主,老师为引导的课堂讨论式教学,是秉承传统PBL教学模式的精髓,并结合我校实际情况建立的适合医药营销专业的PBL教学模式。该模式注重培养学生的学习能力和解决问题能力,最终达到提高教学质量的目的。 相似文献
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PBL教学法以问题为导向、以学生为中心、以小组讨论为组织形式、以能力和素质培养为根本目的,是一种"基于问题的学习"的全新教学方法.在高校思想政治课教学改革中,通过学习和借鉴PBL教学法的有益成分,探索和尝试以学生为中心、体现学生主体作用的教学方法和手段,发展和培养大学生的综合能力和素质,提高思想政治理论课教学实效性. 相似文献
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在职前教师教育中,传统的“传递取向”的教学存在不少弊端。近些年来,国外职前教师教育机构对于问题本位学习的价值有了更为全面的认识,也更积极地将问题本位学习应用于教学。德国柏林自由大学的巴斯、美国北伊利诺伊大学的舒莫、新加坡国家教育研究所的蔡美玲等都在职前教师教育项目中应用了问题本位.学习,通过对这三个应用实例的分析,能够概括出在职前教师教育中应用问题本位学习的六个实施要点。 相似文献
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A consensus is emerging for meta-analyses regarding a range of selected topics in pharmacology education. This review provides a critical overview of problem-based learning (PBL) in pharmacology education. Based on several inclusion criteria, databases were searched, and 37 controlled trial studies were identified and extracted. The meta-analysis found that PBL had a positive effect on gaining higher theoretical scores (SMD = 6.77, 95% CI [5.23, 8.31], p < 0.00,001) assessed through examinations. The results of questionnaires for students’ feedback showed that PBL was superior to conventional teaching methods in improving students’ outcomes of self-study, learning interest, team spirit, problem solving, analyzing, scope of knowledge, communication, and expression. These results suggest that PBL in pharmacology education is considered superior to traditional lecture-based learning. 相似文献
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基于问题的学习（Problem-Based Learning,简称PBL）是将学习活动“抛锚”在具体的问题情境中的以学生为中心的一种教学方法,也是一种符合建构主义教学原则的教学模式。与其他问题教学相比,PBL有着不同的内涵。由于受文化背景、教育资源等因素的影响和制约,在我国教育环境中实施PBL,要综合考虑到学科知识的系统性与PBL知识的随机性、教学资源的局限性与PBL教学内容的灵活性、传统课程问题的良性结构与PBL问题的劣构性之间的关系。 相似文献
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Galyna Lutsenko 《European Journal of Engineering Education》2018,43(6):895-910
The analysis of the current state of the Ukrainian system of engineering education indicates the prevalence of traditional teaching–learning approaches in contrast to the modern needs of the labour market. Many universities across the world use the problem/project-based learning (PBL) which is an effective approach for the development of design and management skills of engineering students. The paper describes a detailed structure of a PBL course in project management and practical experience related to its implementation in an engineering degree programme at Bohdan Khmelnytsky National University of Cherkasy. Also, the results of surveys carried out in order to study the students’ generic competences’ development and perception of the PBL process are presented. The results show that students understand the diversity of PBL aspects and the influence of the PBL approach on their professional characteristics such as teamwork, ability of self-directed learning, communication and problem-solving skills. 相似文献
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《学习科学杂志》2013,22(2):173-208
In this article, I present a longitudinal study comparing problem-solving performance for medical students trained using 2 different approaches to medical education. The first approach is the traditional medical education that involves lectures supplemented by laboratory exercises. The second approach is problem-based learning (PBL). In PBL, students learn basic science in small groups in the context of authentic patient problems. Because an expected outcome of medical education is to move students along the path from naive laypersons to novice physicians, the effects of these approaches should be understood in terms of how they affect the early acquisition of cognitive skill. The results indicate that there are important cognitive benefits of the PBL approach. 相似文献
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《Journal of Teaching in Social Work》2013,33(3-4):217-234
Abstract Problem-based learning has been described for use in medical education and is thought to be a superior approach to traditional didactic methods. We describe the use of PBL as an innovative approach to the education and training of social workers on an interdisciplinary health care team. An actual PBL case is described, and a discussion of the advantages and disadvantages to this approach is presented. The use of PBL on interdisciplinary teams helps educate social workers to work effectively on teams, and educates other professionals about the social work role and how to utilize social work services effectively. 相似文献
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与传统教学法相比,PBL教学法是以问题为导向,让学生在解决问题的过程中,通过资料收集和查阅、交流与讨论获取相关的专业知识,这种教学方法更能调动学生的积极性和锻炼思维能力。文章在充分分析旅游管理专业教学目前存在问题的基础上,结合旅游管理专业培养目标和学科特点,提出PBL教学法与旅游管理专业教学的结合是完全可行的。详细梳理了PBL教学的过程,从问题设置、团队组建、学生学习到教师点评总结。文章最后就PBL教学法在旅游管理专业实施中存在的问题进行了分析,提出旅游管理专业教学应坚持PBL教学与传统教学法相结合的理念。 相似文献
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基于问题式学习（Problem Based Learning,PBL）是一种被广泛应用于医学教育的先进教学模式。在充分理解PBL教学理念的基础上,结合农业微生物实验课的特点,探讨了PBL教学法在农业微生物实验课中应用的可能性,并对其具体应用做出课程设计,以期将此教学模式引入农业微生物实验课,弥补传统教学体系中的一些不足,提高教学质量,培养高素质的创新型人才。 相似文献
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Jun Jin 《Educational studies》2017,43(3):328-342
Problem-based learning (PBL) has been increasingly employed as a teaching and learning approach in many disciplines in higher education. In English medium of instruction (EMI) universities in Asia, PBL can further enhance knowledge construction as well as development of disciplinary language and communicative skills. It is necessary to explore how learners participate in PBL, especially considering PBL requires high level of both domain knowledge and language skills. The issue of silence in small group collaborative learning such as PBL tutorials has received very limited attention. More factors such as identity need to be considered in fully exploring small group interactions in higher education. Thus, this study aims to investigate undergraduate students’ silence and identity in small group interactions for PBL in EMI universities in Asia. Eight PBL tutorials in the Faculty of Dentistry were video recorded. Three extracts of PBL interactions and the accompanying stimulated recall interviews were selected for case analysis. The analysis provides in-depth insights into the significant instances of students’ silence and identity construction in the learning process. Such a study offers opportunities to rethink the issue of silence and provides facilitators and curriculum developers with useful information about small group collaborative learning in higher education. 相似文献