摘要
以问题为基础的学习（problem—based learning，PBL）已经在国内得到广泛应用，但教学实践过程中对PBL的认识仍存在许多误区。如，把问题误解为要求回答题目而非需要加以解决的疑难，把案例教学（case-based learning，CBL）等同为PBL，把以团队为基础的学习（team-based learning，TBL）误认为PBL，降低了PBL教学效果。为此，结合文献及教学实践经验，在简要探讨PBL教学中“问题”内涵的基础上，比较PBL与CBL、PBL与TBL、PBL与翻转课堂的特征和内涵．从而对PBL教学认识的误区进行深入剖析。由此提出，只有利用临床案例情景引导学生发现自身解决问题所需知识的缺陷。并通过学生自主学习获取隐含于问题背后的科学知识的过程，才是真正意义上的PBL。
Problem-based learning （PBL） has been widely used all around the country. But there are still many misconceptions on the understanding of the PBL teaching in the process of teaching practice, which reduces the PBL teaching effect. For example, it is a misunderstanding to put problems to asking for answers to the questions other than solving the problems and to put case-based learning （CBL） and team-based learning （TBL） to PBL. In this paper, we combined the references with the practice experience to compare PBL with CBL, TBL and flipped instruction in both features and connotations based on the brief discussion of the ＂problem＂ in PBL teaching, to further strengthen the understanding of the PBL teaching. It is only the use of clinical cases to guide students to find the defects of the knowledge required for solving the problem and the process of acquiring the scientific knowledge which is implicit in the problem through the students＇ autonomous learning that can be called as PBL teaching.
出处
《中华医学教育探索杂志》
2015年第6期557-560,共4页
Chinese Journal of Medical Education Research
基金
湖南省普通高等学校教学改革研究项目（湘教通[2008]263号,湘教通[2014]247号）
