两种分组方法在以团队为基础学习法中的教学效果比较

doi:10.3761/j.issn.1672-9234.2022.07.007

摘要/Abstract

摘要：

目的比较两种分组方法在社区护理学课程“以团队为基础的学习（team-based learning,TBL）”中的应用效果,为TBL的有效实施提供参考。方法选取福建省某医科大学2018级四年制本科护理学专业学生为研究对象。以掷硬币法随机分组,1班为试验组（n=143）,2班为对照组（n=135）。试验组根据TBL教学“组间同质,组内异质”的原则,以绩点为依据进行分组;对照组则自由组队。比较两组的课程综合成绩、团队合作能力和自我导向学习能力,并收集两组学生的小组互评结果。结果试验组总成绩（84.74±5.92）高于对照组（82.10±6.39）,差异有统计学意义（t=3.541,P<0.001）。教学后,试验组团队合作能力得分（24.09±8.77）低于对照组（26.72±11.76）,差异有统计学意义（t=2.088,P=0.037）;试验组自我导向学习能力中人际沟通维度得分（14.86±2.39）低于对照组（15.70±2.07）,差异有统计学意义（t=3.093,P=0.002）。结论以绩点为分组策略、遵循TBL“组间同质,组内异质”原则的分组方式比便利分组更能有效提升学生的学习成绩及自律性。

关键词: 教育,护理, 教学方法, 以团队为基础的学习, 社区护理学

Abstract:

Objective To explore the effects of the two-different grouping methods on team-based learning（TBL） in Community Health Nursing. Methods The year 3 nursing undergraduates of two classes in a medical university from Fujian Province were selected by cluster sampling. The coin-tossing method was used to randomly divide the two classes into the experimental group（n=143） and the control group（n=135）. Two groups were both taught in TBL. Students in the experimental group were divided into small groups based on students’ grade-point average （GPA） following the“homogeneity between groups,heterogeneity within groups” principle. Students in the control group were divided into small groups based on their own willing. The differences in academic performance and teamwork and self-directed learning between the two groups before and after TBL application were compared. After the course,the evaluation of each group on the other group was collected. Results The academic performance of students in the experimental group（84.74±5.92） were significantly higher than that in the control group（82.10±6.39）（t=3.541,P<0.001）. The score of teamwork in the experimental group（24.09±8.77） was significantly lower than that in the control group（26.72±11.76） after TBL teaching（t=2.088,P=0.037）. The interpersonal communication dimen-sion of self-directed learning in experimental group（14.86±2.39） was significantly lower than that in the control group（15.70±2.07） after TBL teaching（t=3.093,P=0.002）. Conclusion “Homogeneity between groups,heterogeneity within groups” is more effective in enhancing students’ academic performance and improving their ability of self-discipline.

Key words: Education,Nursing, Teaching Method, Team-based learning, Community health nursing

庄嘉元,张妍燕,王珠珠,申玲. 两种分组方法在以团队为基础学习法中的教学效果比较[J]. 中华护理教育, 2022, 19(7): 615-620.

ZHUANG Jia-yuan,ZHANG Yan-yan,WANG Zhu-zhu,SHEN Ling. Effects of the two different grouping methods on team-based learning in Community Health Nursing[J]. Chinese Journal of Nursing Education, 2022, 19(7): 615-620.

图/表 5

参考文献 14

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