PBL教学改革实验与哲学思考.pdfVIP

PBL 教学改革实验与哲学思考 潘兴瑜 孙宝志 曹雅明 吕昌龙 王庆辉 李成 庞维 【摘要】 为了探索教育的内在规律，实验组采用 PBL 教学方法，以综合能力、观念 和成绩为指标进行对比或综合分析；对照组采用传统的教学方法。结果显示 PBL 教学模式 明显提高了实验组学生的综合能力，而其成绩却没有变化，甚至略有降低。对比试验提示学 生综合能力主要是通过自身实践所获得。结论是教学改革要从内因着手，培养学生的综合能 力，教学质量的评价应着重考核学生的综合能力。依靠被动接受知识的传统教学方法不利于 培养学生的综合能力。 【关键词】 PBL 内因 外因 教育规律 Teaching reforming experimentation and philosophic thinking on PBL Pan Xing-yu Sun Bao-zhi Cao Ya-ming Lv Chang-long Wang Qing-hui Li Cheng Pang We,iDepartment of immunology, China Medical University , Shenyang 110001,China 【Abstract 】 To explore internal law of the education, students were taught by PBL teaching process for experimental class which the index of the mixed ability, concept and examining results was contrasted or aggregately analyzed, and by orthodox teaching process for control class. The results showed that the mixed ability of the students of the experimental class were obviously elevated, but the examining results were no change, or lower than the students of control class. The results of the contrasted experiments hinted that the students obtain the mixed ability by self-practice. Thereby, the conclusions are that teaching reform must proceed from internal cause, must cultivate the mixed ability of the students. The evaluation of the teaching quality must emphasize examine the mixed ability of the student It is not possible that the mixed ability of the student is cultivated by orthodox teaching process which students are passive to accept knowledge. 【Key word 】PBL; Internal cause; Exopathic cause; Educative law 本文通过 PBL 教学模式和传统教学模式的比较和综合分析，探讨教学改革的哲学观念， 求真务实，有利于树立教学改革的科学观念。 传统教学模式的特点是：①以教师为中心，课程全部由教师系统讲授；②教师向学生灌 输知识；学生的思维局限在教师思维的框架中；③在教学过程中，没有或很少有学生的主动 参与；④没有机会培养学生的综合能力，也没有展现学生创新性思维的机会；⑤考试的成绩 以分数为标准，过于单一，不能代表学生的综合能力，很难为社会需要提供有价值的参考。