真理越辩越明：辩论式教学结合PBL教学法在口腔医学教学中的实践与影响因素分析

doi:10.3877/cma.j.issn.1674-1366.2022.04.010

中华口腔医学研究杂志(电子版) ›› 2022, Vol. 16 ›› Issue (04) : 260 -264. doi: 10.3877/cma.j.issn.1674-1366.2022.04.010

口腔医学教育

真理越辩越明：辩论式教学结合PBL教学法在口腔医学教学中的实践与影响因素分析

杨栋¹, 刘欢¹, 文昶², 王晓璇¹, 向军波¹, 曹正国¹^,^†(

)

^1. 武汉大学口腔医院牙周科，武汉　430079；口腔基础医学省部共建国家重点实验室培育基地和口腔生物医学教育部重点实验室，武汉大学口腔医院，武汉　430079
^2. 武汉大学口腔医院护理部，武汉　430079

收稿日期:2022-05-06 出版日期:2022-08-01
通信作者: 曹正国

The more debate, the more clearer: The practice and evaluation of debate teaching combined with PBL teaching method in oral clinical education

Dong Yang¹, Huan Liu¹, Chang Wen², Xiaoxuan Wang¹, Junbo Xiang¹, Zhengguo Cao¹^,^†()

^1. Department of Periodontology, School and Hospital of Stomatology, Wuhan University, Wuhan 430079, China; The State Key Laboratory Breeding Base of Basic Science of Stomatology (Hubei-MOST) & Key Laboratory of Oral Biomedicine Ministry of Education, School and Hospital of Stomatology, Wuhan University, Wuhan 430079, China
^2. Department of Nursing, School and Hospital of Stomatology, Wuhan University, Wuhan 430079, China

Received:2022-05-06 Published:2022-08-01
Corresponding author: Zhengguo Cao
Supported by:
Education Foundation of Hubei Province(2020044); Natural Science Foundation of Hubei Province(2021CFB466); Education Foundation of Central University, Wuhan University Subproject(YB3); Education Foundation of Medicine School of Wuhan University(2020066)

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引用本文：

杨栋, 刘欢, 文昶, 王晓璇, 向军波, 曹正国. 真理越辩越明：辩论式教学结合PBL教学法在口腔医学教学中的实践与影响因素分析[J]. 中华口腔医学研究杂志(电子版), 2022, 16(04): 260-264.

Dong Yang, Huan Liu, Chang Wen, Xiaoxuan Wang, Junbo Xiang, Zhengguo Cao. The more debate, the more clearer: The practice and evaluation of debate teaching combined with PBL teaching method in oral clinical education[J]. Chinese Journal of Stomatological Research(Electronic Edition), 2022, 16(04): 260-264.

目的

探索辩论式教学结合基于问题教学（PBL）在口腔教学实践中的应用，并使用矩阵结构分析（AMOS）结构方程研究其影响因素。

方法

将辩论式教学引入到教学中来，与PBL有机结合，通过辩论教学的发动和准备、辩论队组建和开展辩论来提高学生多方面的素质和能力。通过成绩评价法和AMOS结构方程评价辩论结合PBL教学法的学习效果和相关效应分析。

结果

AMOS结构方程分析显示，批判性思维对辩论式教学结合PBL教学法的效应最大，为0.34，自主学习对其效应为0.29，医学教育环境中的教师知觉对其影响最大，为0.33。其有助于教学中问题的凝练与展开，培养了学生批判精神和创造性思维能力，锻炼了学生口才表达能力和交流能力，有助于提高学生的团队合作精神，提高了医学教学成绩。

结论

辩论式教学结合PBL教学法有助于提高学生学习的效率和能力，学生易于接受，效果较好。

关键词: 基于问题教学, 辩论式教学, 口腔教学, 批判, 团队合作

Objective

Debate has the characteristics of tit-for-tat, active thinking, free and open, and thought-provoking. This article explores the application of debate-based teaching method combined with PBL teaching method (debate plus PBL method) in oral clinical teaching practice, and investigates how to improve the quality of teaching.

Methods

The debate-based teaching is introduced into clinical teaching. It is automatically combined with PBL teaching method, which improves students′ various qualities and abilities through the initiation and preparation of debate teaching, the formation of debate teams, and the development of debates. The learning effect and analysis of Moment Structure (AMOS) were preformed to evaluate the effects of debate plus PBL method.

Results

AMOS showed that critical thinking has the greatest effect on debate plus PBL method, reaching 0.34, together with autonomous learning is up to 0.29, and teacher perception in medical education environment is 0.33. Debate plus PBL method helps to condense and unfold the problems in PBL teaching, cultivate students′ critical spirit and creative thinking ability. Such method also benefit for exercising students′ eloquence and communication ability, and improving students′ team spirit.

Conclusion

Debate plus PBL method combined with PBL teaching method can help improve the efficiency and learning skill of students. Furthermore, students are easier to accept such teaching method.

Key words: Problem-based learning, Debate-based teaching, Oral clinical education, Critique, Teamwork

图1 基于讲授教学（LBL）组和辩论结合基于问题教学（PBL）组成绩柱状图　A：两组间基础知识成绩、病例分析成绩、临床操作成绩的差异；B：两组间总成绩的差异。^a组间两两比较，差异具有统计学意义（P<0.05）。

图2 矩阵结构分析（AMOS）结构方程评价学习效果及相关效应研究结果　IBM AMOS 26软件构建模型研究结果，图中数字表示相关的效应系数。不相关的效应AMOS软件已自动排除。e1~e4和eer1~eer3代表输入变量。

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