TBL教学法在教育心理学小班化教学中的应用
Exploration on the Application of TBL to the Small Class Teaching of Educational Psychology
DOI: 10.12677/AE.2022.123129, PDF,  被引量    国家社会科学基金支持
作者: 王菲菲, 张晶轩, 杨国愉*：陆军军医大学医学心理系军人发展心理学教研室，重庆；郭 佳：重庆商务职业学院财经管理学院，重庆
关键词: TBL；LBL；教学法；教育心理学；小班化；教学改革；医学教育；Team-Based Learning； Lecture-Based Leaning； Teaching Methods； Educational Psychology； Small Class； Teaching Reform； Medical Education
摘要: 目的：本文探讨在教育心理学小班化教学中应用TBL教学法的可行性及教学效果。方法：在教育心理学的教学中初步实施TBL教学法，采用调查问卷的方式对教学效果进行评价，并和LBL教学法(lecture-based leaning)做了对比研究。结果：① 在学习积极性的提高上差异显著(χ2 = 6.320, P < 0.05)，TBL教学法相比LBL教学法能够显著提高学习积极性。② 在团队协作能力的提高上差异显著(χ2 = 12.444, P < 0.01)，TBL教学法相比LBL教学法能够显著提高团队协作能力。③ 在解决问题能力的提高上差异显著(χ2 = 9.926, P < 0.01)，TBL教学法相比LBL教学法能够显著提高解决问题能力。④ 在沟通交流能力的提高上差异显著(χ2 = 12.393, P < 0.01)，TBL教学法相比LBL教学法能够显著提高沟通交流能力。结论：TBL教学法相比LBL教学法提升了学生学习的积极性，也提升了学生的各方面的能力。
Abstract: Objective: The study aimed to explore the feasibility and effectiveness of TBL teaching methodology on educational psychology. Methods: TBL was preliminarily implemented in teaching student majoring in medicopsychology. Data for the study was obtained by questionnaire survey and was analyzed for the effectiveness of the implementation of TBL teaching reform in educational psychology, and a comparative study is made with LBL. Results: 1) Significant difference on their enthusiasm of learning (χ2 = 6.320, P < 0.05), the TBL teaching method can significantly improve their learning enthusiasm than LBL teaching method. 2) Significant difference on their teaming and collaboration ability (χ2 = 12.444, P < 0.01), the TBL teaching method can significantly improve their teaming and collaboration ability than LBL teaching method. 3) Significant difference on their problem-solving ability (χ2 = 9.926, P < 0.01), the TBL teaching method can significantly improve their problem-solving ability than LBL teaching method. 4) Significant difference on their communication ability (χ2 = 12.393, P < 0.01), the TBL teaching method can significantly improve their communication ability than LBL teaching method. Conclusion: TBL prompted students to become more active and enthusiastic about learning, and prompted students’ various aspects ability.
文章引用：王菲菲, 郭佳, 张晶轩, 杨国愉. TBL教学法在教育心理学小班化教学中的应用[J]. 教育进展, 2022, 12(3): 810-816. https://doi.org/10.12677/AE.2022.123129

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