PBL教学法应用于心理学教学的系统评价与元分析

Systematic Evaluation and Meta-Analysis of the Application of PBL Teaching Method to Psychology Teaching

摘要: PBL (Problem-based Learning)是以问题为基础、学生为主体、教师为导向的小组讨论式教学方法。这种教学模式目前在我国心理学教学中有着广泛的应用，但教学效果未得到有效验证。目的：对PBL教学模式与传统教学模式在高校心理学教学中的应用效果的对比研究进行元分析，通过整体效应量全面评估PBL教学方法在心理学教学中的有效性。方法：通过对近二十年来(2003~2023年)国内外公开发表学术成果进行搜索和检查，最终符合纳入标准10项研究，共包含18个效应量，其中实验组n = 1366，对照组n = 1241。结果：在随机效应模型下，PBL教学组学生的考试分数明显高于传统讲课教学组的学生(Hedges’ g = 0.9268, 95% CI 0.5228~1.3308, p < 0.001)。基于测验项目的亚组分析显示：在PBL教学模式的效应值上，学生实验性考试成绩的效应量较大(0.98)，而在理论考试成绩的效应量为中等(0.55)。结论：PBL教学模式能有效提高高校学生心理学课程的学习成绩；PBL教学模式在实验性考试中的成绩提升效果更好。

Abstract: PBL (Problem-based Learning) is a problem-based, student-oriented, teacher-oriented group discussion teaching method. This kind of teaching mode has been widely used in psychology teaching in our country, but the teaching effect has not been effectively verified. Objective: To conduct a meta-analysis of the comparative study of the application effect of PBL teaching mode and traditional teaching mode in university psychology teaching, and to evaluate the effectiveness of PBL teaching method in psychology teaching through the overall effect size. Methods: Through searching and checking the academic achievements published at home and abroad in the past two decades (2003~2023), 10 studies met the inclusion criteria, including a total of 18 effect sizes, of which the experimental group n = 1366 and the control group n = 1241. Results: Under the random effects model, the test scores of students in PBL group were significantly higher than those in traditional lecture group (Hedges’ g = 0.9268, 95% CI 0.5228~1.3308, p < 0.001). Subgroup analysis based on test items showed that the effect size of experimental test scores was large (0.98) in PBL teaching mode, while the effect size of theoretical test scores was moderate (0.55). Conclusion: PBL teaching model can effectively improve the academic performance of university students in psychology courses; PBL teaching model has a better effect on the improvement of performance in experimental exams.