中华医学教育杂志

中华医学教育杂志 ›› 2023, Vol. 43 ›› Issue (2): 127-130.DOI: 10.3760/cma.j.cn115259-20220608-00745

• 教学方法 • 上一篇    下一篇

基于项目的小组合作学习在预防医学课程教学中的应用

王丹妮1, 林世蕾1, 李杰1, 王鹏1, 王婕妤2, 陶兴永1, 万宇辉1   

  1. 1安徽医科大学公共卫生学院预防医学教学中心,合肥 230032;
    2安徽医科大学第一附属医院生殖医学中心,合肥 230022
  • 收稿日期:2022-06-08 出版日期:2023-02-01 发布日期:2023-01-31
  • 通讯作者: 万宇辉, Email: 2004500039@ahmu.edu.cn
  • 基金资助:
    安徽省级质量工程线下课程项目(2020kfkc275);安徽省级质量工程教学研究重点项目(2020jyxm0885,2021jyxm0675)

Application of cooperative project-based learning in preventive medicine course

Wang Danni1, Lin Shilei1, Li Jie1, Wang Peng1, Wang Jieyu2, Tao Xingyong1, Wan Yuhui1   

  1. 1Teaching Centre of Preventive Medicine, School of Public Health, Anhui Medical University, Hefei 230032, China;
    2Reproductive Medicine Center, the First Affiliated Hospital of Anhui Medical University, Hefei 230022, China
  • Received:2022-06-08 Online:2023-02-01 Published:2023-01-31
  • Contact: Wan Yuhui, Email: 2004500039@ahmu.edu.cn
  • Supported by:
    Offline Courses in Quality Engineering Project of Anhui Province (2020kfkc275); Key Program of Teaching and Research in Quality Engineering Project of Anhui Province (2020jyxm0885, 2021jyxm0675)

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摘要： 基于项目的设计和实施过程可以促进学生对知识的自主建构。本研究设计和实施基于项目的小组合作学习教学,探讨其达到预防医学课程教学目标的可行性及效果。教师以课程核心知识点划分模块,分小组确立感兴趣的预防医学议题,在小组合作的基础上设计相应的健康干预项目,项目设计是学生将预防医学课程所学,由理论转化为实践,最终在课堂上以模拟实施干预项目的形式完成课程考核。课程结束后的问卷调查结果显示,学生对该方法“提高学习兴趣和动力”[4(4,4)分]、“全面清晰地理解理论知识” [4(4,5)分]、“有利于建立预防医学的思维模式” [4(4,5)分]等认同度较高。基于项目的小组合作学习教学可以为相关课程教师提供参考。

关键词: 预防医学, 合作学习, 基于项目学习法, 形成性评价

Abstract: Project-based learning can promote students to construct knowledge and capacity independently. This study designed and implemented the cooperative project-based learning (C-PBL) teaching method to explore the feasibility and effect of achieving the learning objectives of preventive medicine. Teachers divided modules according to the core knowledge points of the curriculum, established preventive medicine topics of interest in groups, designed corresponding health intervention projects on the basis of group cooperation, and finally completed the curriculum assessment in the form of simulated intervention projects in class. The results of the questionnaire survey after the course showed that the students had a high degree of identification with the method of “improving learning interest and motivation” [4 (4,4)], “comprehensively and clearly understanding theoretical knowledge” [4 (4,5)], and “conducive to the establishment of a thinking mode of preventive medicine” [4 (4,5)], which can provide practical reference for teachers of relevant courses.

Key words: Preventive medicine, Cooperative learning, Project-based learning, Formative assessment

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