摘要
对学生学习能力的评价是保证以问题为基础学习（problem．based learning，PBL）教学质量的关键。北京大学第一医院内科在实施PBL教学方法中，针对不同学生学习特点进行个体化分析，设计了随堂学生评价系统以及时评价学生的课堂表现，并反馈给带教教师和教学主管部门。通过对学生个人及其小组整体分析问题能力、学习资源利用能力、小组协作精神和表达能力的分析，掌握学生的优点和不足，对教学进行个体化调整，收到了较好的成效，学生整体积极性增强，主动学习能力有了明显的提高。
Students performance evaluation was the key for problem-based learning that evaluated the ability of students learning. In practicing the PBL （ problem-based learning） method, we analyzed student＇s learning ability profile individually, and a set of questionnaires and database programs were designed to provide the tutors a possible technique to evaluate each student＇s performance. The results were feedback to the tutors and their superiors. Based on the profiles, we modified teaching strategies and achieved better results than conventional teaching. This method greatly improved students＇ willingness to participate in discussion and their ability of positive learning.
出处
《中华医学教育杂志》
2010年第2期261-262,277,共3页
Chinese Journal of Medical Education
关键词
以问题为基础学习
个体化
医学生
探索
Problem-based learning
Personal modification
Medical student
Exploration
作者简介
通信作者：王颖，Email：sunwutian@sohu．com
