The objective of the study is to examine the effects of Problem based English writing instruction on Thai Upper secondary school students' critical thinking abilities and argumentative writing skill.In this study,...The objective of the study is to examine the effects of Problem based English writing instruction on Thai Upper secondary school students' critical thinking abilities and argumentative writing skill.In this study,the researcher constructed 18weeks' training in a prestigious secondary school M6 level.The instruments used in this research include lesson plans,writing assignments,instructional material and topics.Critical thinking pre- test and post test were used to measure students' critical thinking development.Scoring rubric was designed to measure students' argumentative writing development.The data were analyzed using mean,t-test,correlation through SPSS system.The results of the analyses reveal that 1) students who learn through Problem based English Writing Instruction gained significantly higher average scores on the critical thinking post test than the critical thinking pre-test at the significance level of 0.05 and the mean difference is 0.5 which is referred to large effect;2) students who learn through Problem based English Writing Instruction gained significantly higher average score on their fifth argumentative writing assignment than the average score of their first argumentative writing assignment at the significance level of 0.05,with the mean of the effect size at 0.84 which referred to large effect.Problem-based English writing instruction was proved to be an effective way in improving students' Critical thinking and argumentative writing.展开更多
目的分析三阶段的基于问题的教学模式(problem based learning,PBL)与基于案例的教学模式(case based learning,CBL)联合翻转课堂在内分泌科实习中的教学效果。方法选取2021年10月—2022年12月于昆明医科大学第二附属医院内分泌科实习...目的分析三阶段的基于问题的教学模式(problem based learning,PBL)与基于案例的教学模式(case based learning,CBL)联合翻转课堂在内分泌科实习中的教学效果。方法选取2021年10月—2022年12月于昆明医科大学第二附属医院内分泌科实习的80名临床专业本科生为研究对象。根据教学方法不同分为两组,每组40名。观察组采用以三阶段PBL-CBL教学法与翻转课堂联合教学模式进行内分泌科实习教学,对照组采用传统实习教学模式。比较两组各环节成绩差异及对教学效果的满意度。结果观察组学生在学习主动性、回答问题、自学能力、理论考核成绩高于对照组,差异有统计学意义(P均<0.05)。在实践考核中,观察组的问诊、病历书写、诊断思维、体格检查成绩均优于对照组,差异有统计学意义(P均<0.05)。两组人文关怀成绩对比,差异无统计学意义(P>0.05)。观察组在课程设计、学习兴趣、能力提高、知识掌握程度的满意度高于对照组,差异具有统计学意义(P均<0.05)。结论在内分泌科临床实习过程中,三阶段PBL-CBL教学法与翻转课堂联合模式可以提高教学效果,提高学生参与的积极性。展开更多
文摘The objective of the study is to examine the effects of Problem based English writing instruction on Thai Upper secondary school students' critical thinking abilities and argumentative writing skill.In this study,the researcher constructed 18weeks' training in a prestigious secondary school M6 level.The instruments used in this research include lesson plans,writing assignments,instructional material and topics.Critical thinking pre- test and post test were used to measure students' critical thinking development.Scoring rubric was designed to measure students' argumentative writing development.The data were analyzed using mean,t-test,correlation through SPSS system.The results of the analyses reveal that 1) students who learn through Problem based English Writing Instruction gained significantly higher average scores on the critical thinking post test than the critical thinking pre-test at the significance level of 0.05 and the mean difference is 0.5 which is referred to large effect;2) students who learn through Problem based English Writing Instruction gained significantly higher average score on their fifth argumentative writing assignment than the average score of their first argumentative writing assignment at the significance level of 0.05,with the mean of the effect size at 0.84 which referred to large effect.Problem-based English writing instruction was proved to be an effective way in improving students' Critical thinking and argumentative writing.
文摘目的分析三阶段的基于问题的教学模式(problem based learning,PBL)与基于案例的教学模式(case based learning,CBL)联合翻转课堂在内分泌科实习中的教学效果。方法选取2021年10月—2022年12月于昆明医科大学第二附属医院内分泌科实习的80名临床专业本科生为研究对象。根据教学方法不同分为两组,每组40名。观察组采用以三阶段PBL-CBL教学法与翻转课堂联合教学模式进行内分泌科实习教学,对照组采用传统实习教学模式。比较两组各环节成绩差异及对教学效果的满意度。结果观察组学生在学习主动性、回答问题、自学能力、理论考核成绩高于对照组,差异有统计学意义(P均<0.05)。在实践考核中,观察组的问诊、病历书写、诊断思维、体格检查成绩均优于对照组,差异有统计学意义(P均<0.05)。两组人文关怀成绩对比,差异无统计学意义(P>0.05)。观察组在课程设计、学习兴趣、能力提高、知识掌握程度的满意度高于对照组,差异具有统计学意义(P均<0.05)。结论在内分泌科临床实习过程中,三阶段PBL-CBL教学法与翻转课堂联合模式可以提高教学效果,提高学生参与的积极性。
